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Core Knowledge Language Arts® • Skills Strand Grade 1
A
Unit 1
Teacher Guide
Skills Strand
GRADE 1
Core Knowledge Language Arts®
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Table of Contents
Unit 1
Teacher Guide
Alignment Chart for Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Back-to-School Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 1: Sounds /p/, /k/, /g/, /n/, /a/ Spelled ‘p’—‘P’, ‘c’—‘C’, ‘g’—‘G’, ‘n’—‘N’, ‘a’—‘A’ . . . . . . . . . . . . . . . . . . 15
Lesson 2: Sounds /i/, /o/, /t/, /d/ Spelled ‘i’—‘I’, ‘o’—‘O’, ‘t’—‘T’, ‘d’—‘D’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 3: Tricky Words: a, I; Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’; Tricky Words: no, so, of . . . . . . . . . . . . . . . . . . . . 42
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 6: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 7: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lessons 8–10: Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Lesson 11: Sister Sounds /s/ and /z/, /f/ and /v/; Tricky Words: is, to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 13: Sounds /w/, /e/, /u/ Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’; Tricky Words: all, some . . . . . . . . . . . . . . . . . 91
Lesson 14: Grammar: Nouns; Tricky Words: from, word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 15: Sounds /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Tricky Words: are, have, were . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson 16: Sounds /x/, /k/ Spelled ‘x’—’X’, ‘k’—’K’; Tricky Words: one, once . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson 17: Sounds /ch/, /sh/ Spelled ‘ch’, ‘sh’; Grammar: Nouns; Tricky Words: do, two . . . . . . . . . . . . . . . . . . . . 118
Lesson 18: Sister Sounds /th/ and /th/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Lesson 19: Tricky Words: the, who. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled ‘ng’, ‘qu’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson 21: Vowel Sound Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 22: Vowel and Consonant Sound Review; Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’, ‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’. . . . . . . . . . . . . . . . 162
Lesson 24: Sounds /k/, /n/, /p/, /r/, /t/, /z/ Spelled ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’;
The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was, when, why . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Lesson 26: Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lesson 27: Question Mark; Tricky Words: where, which, what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Lesson 28: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Lesson 29: Quotation Marks; Tricky Words: here, there. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lesson 30: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lesson 31: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson 32: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Alignment Chart for Unit 1
The following chart demonstrates alignment between the Common Core State Standards and corresponding
Core Knowledge Language Arts (CKLA) goals.
Lesson
1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Reading Standards for Literature: Grade 1

Key Ideas and Details
STD RL.1.1 Ask and answer questions about key details in a text.
Ask and answer questions (e.g.,

who, what, where, when), orally
CKLA or in writing, requiring literal
Goal(s) recall and understanding of the   
details, and/or facts of a fiction
text read independently
Reading Standards for Foundational Skills: Grade 1

Print Concepts
STD RF.1.1 Demonstrate understanding of the organization and basic features of print.
STD RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Recognize the distinguishing

CKLA features of a sentence (e.g.,
Goal(s) first word capitalization, ending 
punctuation)
STD RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Orally produce single syllable

CKLA words with various vowel and
Goal(s) consonant sounds by blending     
the sounds
STD RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Isolate and pronounce initial,
© 2013 Core Knowledge Foundation

Unit 1 | Alignment Chart
CKLA medial vowel, and final sounds
Goal(s) (phonemes) in spoken single-    
syllable words
v
vi
Lesson
1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
STD RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
CKLA Segment and blend phonemes

Goal(s) to form one-syllable words      
Phonics and Word Recognition

STD RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

STD RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
Read and write the following

letter-sound correspondences
CKLA in words: ‘sh’ > /sh/, ‘ch’ > /ch/,
Goal(s) ‘th’ > /th/ (thin), ‘th’ > /th/ (then),   
‘ng’ > /ng/, ‘wr’ > /r/, ‘ck’ > /k/,
‘wh’ > /w/, ‘kn’ > /n/
STD RF.1.3b Decode regularly spelled one-syllable words.
Read and/or write one-syllable

CKLA
words that include the letter-
Goal(s)    
sound correspondences taught
STD RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Read and/or write Tricky

Words:
Unit 1: a, I, no, so, of, is, all,
CKLA some, from, word, are, have,
Goal(s) were, one, once, to, do, who,       
two, the, said, says, was, when,
where, why, what, which, here,
there
Fluency
STD RF.1.4a Read grade-level text with purpose and understanding.
Read decodable text that

CKLA incorporates the letter-sound
Goal(s) correspondences taught, with   
purpose and understanding
Lesson
1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
STD RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Use phonics skills in

conjunction with context to
CKLA
confirm or self-correct word
Goal(s)    
recognition and understanding,
rereading as necessary
Speaking and Listening Standards: Grade 1

Presentation of Knowledge and Ideas
STD SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Describe people, places, things,

CKLA and events with relevant details,
Goal(s) expressing ideas and feelings   
clearly
STD SL.1.6 Produce complete sentences when appropriate to task and situation.
Produce complete sentences

CKLA
when appropriate to task and
Goal(s)
situation 
Language Standards: Grade 1
Conventions of Standard English
STD L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
STD L1.1a Print all upper- and lowercase letters.
Write from memory the letters

CKLA
of the alphabet accurately in
Goal(s)    
upper- and lowercase form
STD L.1.1b Use common, proper, and possessive nouns.
Use common, proper, and

possessive nouns orally and in    
CKLA own writing
Goal(s)
Identify common and proper

nouns    
vii
viii
Lesson
1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Conventions of Standard English

STD L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Use personal, possessive, and

CKLA
indefinite pronouns orally and in
Goal(s)
own writing 

STD L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use frequently occurring

CKLA conjunctions (e.g., and, but, or,
Goal(s) so, because) orally and in own 
writing
STD L.1.1h Use determiners (e.g., articles, demonstratives).
CKLA Use determiners (e.g., the, a,

Goal(s) this, that) orally and in writing 
STD L.1.2b Use end punctuation for sentences.
Identify and use end

CKLA punctuation, including
Goal(s) periods, question marks, and  
exclamation points, in writing
STD L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell and write one-syllable

words using the letter-sound
CKLA correspondences taught in  
Goal(s) Grade 1, using the Individual
Code Chart as needed
Spell and write high-frequency

Tricky Words 
STD L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Write phonemically plausible

spellings for words that cannot
CKLA be spelled correctly with current
Goal(s) code knowledge, e.g., write    
bote for boat, sum for some,
hunee for honey, etc.
Lesson
1 2 3 4 5 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Vocabulary Acquisition and Use

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring
STD L.1.6
conjunctions to signal simple relationships (e.g., because).
Use words and phrases

acquired through conversations,
reading and being read to, and
CKLA
responding to texts, including
Goal(s)
using frequently occurring 
conjunctions to signal simple
relationships (e.g., because)
These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectives throughout the domain, they
 are designated here as frequently occurring goals.

ix
Introduction to Unit 1
Week One
Day 1 (Lesson 1) Day 2 (Lesson 2) Day 3 (Lesson 3) Day 4 (Lesson 4) Day 5 (Lesson 5)
Warm-Up: Blending and Warm-Up: Code Flip Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Flip Book
Segmenting (10 min.) Book Review (20 min.) Segmenting/Flip Book Segmenting/Flip Book Review/Noun Review
Review (10 min.) Review (10 min.) (10 min.)
Concept Review: Writing Reviewing the Spellings: Small Group: Writing the Reviewing the Spellings: Reviewing the Spellings:
and Reading Review Writing the Spellings Spellings/Word Box Writing the Spellings Writing the Spellings/
(15 min.) (10 min.) (20 min.) Word Box (15 min.)
Reviewing the Spellings: Small Group: Word Box Tricky Word Cards Small Group: Phrase Box Practice: Large Card
Writing the Spellings/ (15 min.) (15 min.) (15 min.) Chaining (15 min.)
Word Box (20 min.)
Chaining: Pocket Chart Chaining: Pocket Chart Grammar: Identifying Chaining: Pocket Chart Tricky Words: Tricky
Chaining for Reading Chaining for Reading Nouns (15 min.) Chaining for Reading Word Cards (10 min.)
(15 min.) (15 min.) (20 min.)
Practicing Reading:
Phrases (10 min.)
60 min. 60 min. 60 min. 60 min. 60 min.
Week Two
Assessment Assessment Assessment Assessment Assessment
CKLA Kindergarten CKLA Kindergarten CKLA Kindergarten CKLA Kindergarten CKLA Kindergarten
Stories (20–30 min.) Stories (20–30 min.) Stories (20–30 min.) Stories (20–30 min.) Stories (20–30 min.)
Week Three
Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Flip Book Warm-Up: Blending and Warm-Up: Blending and
Segmenting/Flip Book Segmenting/Flip Book Review (5 min.) Segmenting (10 min.) Segmenting/Flip Book
Review (10 min.) Review (10 min.) Review (10 min.)
Practice: Writing the Reviewing the Spellings: Reviewing the Spellings: Small Group: Writing the Reviewing the Spellings:
Spellings and Word Box Writing the Spellings Writing the Spellings Spellings/Word Box (15 Writing the Spellings/
(15 min.) (15 min.) (10 min.) min.) Label the Picture
(15 min.)
Practice: Sister Sounds Small Group: Label the Tricky Words: Tricky Grammar: Identifying Chaining: Pocket Chart
(15 min.) Picture (20 min.) Word Cards (15 min.) Nouns (10 min.) Chaining for Spelling
(15 min.)
Chaining: Large Card Chaining: Pocket Chart Small Group: Tricky Tricky Words: Tricky Tricky Words: Tricky
Chaining (10 min.) Chaining for Spelling Word Practice (15 min.) Word Cards (10 min.) Word Cards (10 min.)
(15 min.)
Tricky Words: Tricky Chaining: Large Card Practicing Reading: Practicing Reading:
Word Cards (10 min.) Chaining (15 min.) Phrases (15 min.) Phrases (10 min.)
Unit 1 | Introduction 1
Week Four
Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Blending and Tricky Word: Tricky Word Warm-Up: Blending and
Segmenting/Flip Book Segmenting/Flip Book Segmenting/Flip Book Cards (5 min.) Segmenting/Flip Book
Review (10 min.) Review (10 min.) Review (10 min.) Review (10 min.)
Reviewing the Spellings: Reviewing the Spellings: Reviewing the Sounds: Reading Time: Reviewing the Spellings:
Writing the Spellings/ Digraphs; Writing the Sister Sounds (5 min.) Demonstration Story: Writing the Spellings/
Label the Picture Spellings (20 min.) “Beth” (20 min.) Label the Picture
(15 min.) (20 min.)
Chaining: Large Card Grammar: Identify Nouns Reviewing the Spellings: Reading Time: Partner Tricky Words: Tricky
Chaining (10 min.) (10 min.) Digraphs; Writing the Reading: “Beth” (15 min.) Word Cards (5 min.)
Spellings (20 min.)
Chaining: Pocket Chart Chaining: Pocket Chart Chaining: Pocket Chart Answering Story Reading Time:
Chaining for Reading Chaining for Reading Chaining for Reading Questions: Story Demonstration Story
(15 min.) (10 min.) (10 min.) Questions Worksheet: (15 min.)
“Beth” (20 min.)
Tricky Words: Tricky Tricky Words: Tricky Practicing Reading: Reading Time: Partner
Word Cards (10 min.) Word Cards (10 min.) Phrases and Sentences Reading: “Nat” (10 min.)
(15 min.)
Week Five
Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Tricky Word Warm-Up: Noun Hunt Warm-Up: Flip Book
Segmenting Segmenting (5 min.) Review (10 min.) Review (5 min.)
(5 min.) (5 min.)
Reviewing the Sounds: Reviewing Vowel and Concept Review: Reviewing the Spellings: Reviewing the Sounds:
Mirror, Mirror; Vowel Consonant Sounds: Consonant Sounds Double-Letter Spellings; Sister Sounds /s/ and /z/
Discrimination (25 min.) Mirror, Mirror; Vowel (5 min.) The Sound /k/ Spelled (10 min.)
Discrimination Game ‘ck’ (25 min.)
(25 min.)
Reading Time: Grammar: Identifying Reviewing the Spellings: Practice: Word Sort with Reviewing the Spelling:
Demonstration Story Nouns (10 min.) Double-Letter Spellings; ‘c’, ‘k’, and ‘ck’ (25 min.) The Sound /z/ Spelled ‘s’
(15 min.) The Sound /k/ Spelled (10 min.)
‘ck’ (30 min.)
Reading Time: Partner Reading Time: Small Reading Time: Small Tricky Words: Tricky
Reading: “The Trip to the Group Reading: “Bud the Group Reading: “The Word Cards (10 min.)
U.K.” (15 min.) Cat” (20 min.) Fish” (20 min.)
Reviewing the Spellings
for /k/: Word Sort
(25 min.)
2 Unit 1 | Introduction
Week Six
Warm-Up: Flip Book Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Blending and Warm-Up: Blending and
Review (10 min.) Segmenting (5 min.) Segmenting (10 min.) Segmenting (10 min.) Segmenting (10 min.)
Grammar: Identifying Tricky Words: Tricky Reading Time: Partner Tricky Words: Tricky Reviewing Letter Names:
Nouns (10 min.) Word Cards (20 min.) Reading: “Which is the Word Cards (5 min.) “The Alphabet Song”
Best?” (15 min.) (5 min.)
Reading Time: Reviewing Punctuation Reviewing the Story: Reviewing Punctuation Dictation: Dictation with
Demonstration Story Marks: Question Mark Story Questions Marks: Quotation Marks words (15 min.)
(15 min.) (5 min.) Worksheet: “Which is the (5 min.)
Best?” (15 min.)
Reading Time: Small Practice: Tricky Word Practice: Tricky Word Grammar: Identifying Reading Time:
Group Reading: “The Cards (30 min.) Jump (20 min.) Nouns (10 min.) Demonstration Story
Flag Shop” (25 min.) (15 min.)
Practice: Dictation with Reading Time: Small
Words (15 min.) Group Reading: “On the
Bus” (15 min.)
Reading Time: Partner
Reading: “The Bus Stop”
(15 min.)
Week Seven
Day 31 (Lesson 31) Day 32 (Lesson 32) Day 33 Day 34
Warm-Up: Blending and Warm-Up: Blending and Pausing Point Pausing Point
Segmenting (5 min.) Segmenting (5 min.)
Reviewing the Tricky Reviewing the Tricky
Words: Tricky Word Words: Tricky Word
Practice (15 min.) Practice (20 min.)
Reading Time: Partner Reading Time: Partner
Reading: “The Man in the Reading: “The Man in the
Black Hat” (20 min.) Kilt” (15 min.)
Small Group: Reviewing Small Group: Reviewing
the Story (20 min.) the Story (20 min.)
60 min. 60 min. 60 min. 60 min.
Welcome
Dear First Grade Teacher,
Welcome to the Core Knowledge Language Arts (CKLA) program! This
program has been carefully researched and crafted in order to make every
child in your classroom a reader. The Skills reading portion of the program
includes the following components:
Teacher Components
• Teacher Guide
• Consonant and Vowel Flip Books
• Spelling Card Set
• Media Disk
• Big Book
• Assessment and Remediation Guide
• Large Letter Cards
Student Components
• Student Workbook
• Student Reader
• Individual Code Chart
Note: Whenever the lesson suggests that the teacher display materials
(such as modeling a worksheet), or whenever we refer to the blackboard,
please choose the most convenient and effective method of reproducing
and displaying the material for all to see. This may include making a
transparency of the material and using an overhead projector, scanning the
page and projecting it on a Smart Board, or writing the material on chart
paper or a white board.
Additional Materials
In addition to the above provided materials, you should ensure the following
classroom materials are readily available:
• Pocket chart
• White index cards (unruled)
• Yellow index cards (unruled)
• Chart paper or dedicated board space
• Thin tipped green markers for each student
• Handheld mirrors (one for each student) (optional)
• The CD Alphabet Jam (optional)
Component Descriptions
Teacher Components
Teacher Guide
Each Skills Teacher Guide includes daily lessons that provide detailed
direction for all Skills instruction. The Teacher Guide will indicate whether
instruction and/or accompanying exercises should be presented as whole
group, small group, or independent practice. Instruction and exercises should
be presented in the order listed in the At a Glance chart.
Spelling: Explicit spelling instruction will begin in Unit 3. Weekly word
lists and exercises focused on the spellings of given sounds are included,
followed by a weekly assessment. The spelling exercises provide a
systematic review of the letter-sound correspondences that students have
already learned. The weekly assessment can indicate which students may
have gaps in their code knowledge and require remedial attention.
Grammar: Specific grammar lessons and exercises address the various
parts of speech and language usage conventions, such as capitalization and
punctuation, as identified in the Common Core State Standards. Students
first learn these concepts and practice them orally; then they are reinforced
through the written word. You will also find grammar teaching opportunities in
demonstration stories. Students will also practice grammar in the daily Warm-
Ups. In Unit 1 you will introduce nouns.
Writing: Writing instruction will be addressed starting in Unit 3. Students will
receive instruction in using a four-step writing composition process: plan,
draft, edit, and publish.
At the back of this Teacher Guide, you will find a section titled, “Teacher
Resources.” In this section, we have included assorted forms and charts that
may be useful.
Consonant and Vowel Flip Books
The Consonant and Vowel Code Flip Books will be used in Unit 1 to review
sound/spelling correspondences with the entire class. They may also be used
at any time during the year with individual or groups of students in need of
targeted remediation and practice.
Note: The exercises in the Unit 1 lessons are not designed to teach sound/
spelling correspondences to students who have not mastered the code in
Kindergarten. Students who have large gaps in their code knowledge will
be identified through the placement tests presented during Lessons 6–10
of this unit so that they can be appropriately placed in the level of CKLA
materials that will meet their individual instructional needs.
Media Disk
This unit includes a Media Disk that reproduces selections of the Student
Reader. This disk may be used with a computer and projection system to
display each page for group reading and discussion, if desired.
Assessment and Remediation Guide
A separate publication, the Assessment and Remediation Guide, provides
further guidance in assessing, analyzing, and remediating specific skills.
This guide can be found online at http://www.coreknowledge.org/AR-G1-U1.
The purpose of this guide is to assist you in providing targeted remedial
instruction to students who may be struggling with occasional gaps in letter-
sound knowledge, but who are not significantly below grade level. Students
who are below grade level with significant gaps in letter-sound knowledge
require intensive decoding instruction on their level, preferably by a reading
specialist, for at least 60 minutes a day, to bring them quickly up to grade
level.
Student Components
Individual Code Charts
Starting in Unit 2, students will use the Individual Code Chart to record the
vowel sound/spelling correspondences they have learned. These charts are a
good way for students to have at their hands a guide to help them remember
what they have learned. You may wish to encourage students to refer to the
Individual Code Chart when reading and writing independently.
Student Workbook
The Student Workbook pages are organized by lesson; the Teacher Guide
provides direction within each lesson as to when and how each Workbook
page should be used. Some Workbook pages are designed to be completed
as a group with teacher assistance, while other pages are intended to be
completed independently by each student. In addition to practice exercises
for reinforcement of skills, the Workbook also includes assessment pages,
homework, and Take-Home letters for family members.
Student Reader
Each unit includes a Student Reader. The stories are 100% decodable,
meaning they only use words and spellings that have been explicitly taught
and practiced. About halfway through Unit 1, students will begin to read
decodable stories in the Reader Snap Shots. The stories are told from Beth’s
point of view; Beth is a young girl who travels to the United Kingdom to visit
friends.
The first three stories are to be presented to the class as demonstration
stories, using the Big Book or Media Disk. Demonstration stories allow the
you to model fluent reading and concepts of print. They also allow you to
review grammar concepts, reinforce punctuation and Tricky Words, and
discuss important vocabulary words.
We strongly recommend that when assigning selections from the Student
Reader, you ask students to engage in partner reading. Partner reading
involves two students taking turns reading both new and old stories to each
other. The National Reading Panel found that repeated oral reading boosted
reading achievement, and partner reading is an efficient way to do repeated
oral reading.
Planning and establishing a partner reading routine will help this activity run
smoothly. You should consider things such as: (1) where students will partner
read in your classroom; (2) good partner reading manners, such as taking
turns; and (3) what to do when students finish reading a story before others.
Partner reading may be conducted as an oral activity in which students take
turns reading a paragraph or a page aloud to one another. Partner reading
may be also be used as a silent reading activity in which each student is
instructed to read the page to himself and then, when his partner has also
completed reading that page, to discuss what was read and ask questions of
one another. Silent reading can also be combined with oral reading whereby
both students read a single page silently and then one rereads it aloud.
Comprehension is the goal of learning to read. We include comprehension
and discussion questions in the Teacher Guide. The questions in the
Discussion Questions boxes are labeled Literal, Inferential, or Evaluative.
Literal questions can be answered by citing a specific text reference or
illustration. Inferential questions require understanding and interpretation of
text or illustrations. Evaluative questions require students to imagine and
hypothesize an answer.
Unit Organization
Unit 1 will be a review for students who completed the Kindergarten CKLA
program. In Unit 1, students will review the sounds and spellings taught in
the CKLA Kindergarten curriculum. They will also read decodable stories from
Snap Shots.
Back-to-School Week Lessons (1–5)
The Back-to-School lessons reacquaint students with CKLA daily routines
and exercises. In addition, the Back-to-School lessons prepare students for
the placement assessments that follow this week by providing practice and
review of reading skills and code knowledge.
Assessment and Placement Lessons (6–10)
Throughout the program, you will see the symbol  whenever an
assessment is indicated. Details regarding the assessments are described in
further detail in the Assessment and Placement sections later in the unit. It is
imperative that students be placed in groups that correspond with their
reading abilities. Students must receive instruction that is a good match
for their reading abilities and knowledge of the code.
Review of Sound/Spelling Correspondences Lessons (11–32)
This review of sound/spelling correspondences allows for a rapid review,
most of which should be familiar to students. Although the pace is rapid,
it should be appropriate for students who have already learned the bulk of
these letter-sound correspondences. However, the pace will be too rapid for
students who know only a few of the letter-sound correspondences covered
in Unit 1. The Story Reading Test and the Word Reading Test will identify
students who struggle with recognizing these letter-sound correspondences.
Following administration of the assessments, the struggling students should
be placed at an earlier point of the CKLA grade level materials for Skills
instruction.
Unit 1 reviews the majority of sounds and spellings taught in the CKLA
Kindergarten curriculum. The sound/spelling correspondences are reviewed
in sets. This pace is designed for students who already know most of
these letter-sound correspondences. Again, it will be too fast for those
students who are not familiar with these letter-sound correspondences; we
recommend that these students be given additional practice reviewing the
Kindergarten (or adapted) version of it.
You will be reviewing several things at once: the sound (e.g., /b/), the letter name
(e.g., “bee”), the lowercase letter (e.g., ‘b’), and the uppercase letter (e.g.,‘B’).
These lessons will be helpful for students who remember most of the letter-
sound correspondences as well as for those who may have forgotten a few of
the correspondences over the summer.
In Unit 1, you will review:
Five Short Vowel Sounds
• the sound /i/ spelled ‘i’ (it)
• the sound /e/ spelled ‘e’ (pet)
• the sound /a/ spelled ‘a’ (hat)
• the sound /u/ spelled ‘u’ (but)
• the sound /o/ spelled ‘o’ (hop)
Twenty-Five Consonant Sounds
• the sound /p/ spelled ‘p’ (pot) and ‘pp’ (napping)
• the sound /t/ spelled ‘t’ (top) and ‘tt’ (sitting)
• the sound /d/ spelled ‘d’ (dot) and ‘dd’ (add)
• the sound /k/ spelled ‘c’ (cat), ‘k’ (kid), ‘cc’ (hiccup), and ‘ck’ (black)
• the sound /g/ spelled ‘g’ (gift) and ‘gg’ (egg)
• the sound /n/ spelled ‘n’ (nut) and ‘nn’ (running)
• the sound /h/ spelled ‘h’ (hot)
• the sound /s/ spelled ‘s’ (sun) and ‘ss’ (dress)
• the sound /f/ spelled ‘f’ (fit) and ‘ff’ (stuff)
• the sound /v/ spelled ‘v’ (vet)
• the sound /z/ spelled ‘z’ (zip), ‘zz’ (buzz), and ‘s’ (dogs)
• the sound /m/ spelled ‘m’ (mad) and ‘mm’ (swimming)
• the sound /b/ spelled ‘b’ (bat) and ‘bb’ (rubbing)
• the sound /l/ spelled ‘l’ (lip) and ‘ll’ (bell)
• the sound /r/ spelled ‘r’ (red) and ‘rr’ (ferret)
• the sound /w/ spelled ‘w’ (wet)
• the sound /j/ spelled ‘j’ (jump)
• the sound /y/ spelled ‘y’ (yes)
• the sound combination /x/ spelled ‘x’ (tax)
• the sound /ch/ spelled ‘ch’ (chin)
• the sound /sh/ spelled ‘sh’ (shop)
• the sound /th/ spelled ‘th’ (thin)
• the sound /th/ spelled ‘th’ (them)
• the sound combination /qu/ spelled ‘qu’ (quit)
• the sound /ng/ spelled ‘ng’ (sing)
Notes on Sounds and Spellings in Unit 1

Sound Combinations /x/ and /qu/
The /x/ sound actually consists of two sounds, /k/ and /s/. It is taught as if it
were one sound because it is often written with a single letter, ‘x’. Likewise,
/qu/ consists of two sounds, /k/ and /w/. It is treated as if it were one sound
because the two letters in the digraph ‘qu’ occur as a unit. There is no need
to explain this to the class, but if a student notices that /x/ or /qu/ consist of
two sounds, you should praise the student for noticing this.
Consonant Digraphs (‘ch’ for /ch/, ‘sh’ for /sh/, ‘th’ for /th/ and /th/, ‘ng’ for /ng/)
The term digraph refers to two letters that stand for a single sound. It is not
necessary to teach this term to students. (You might prefer to use the term
letter team.) However, it is important that students understand that a letter
can stand for a single sound all by itself or it can work with a second
letter to stand for a single sound. Some students may need extra practice
with consonant digraphs.
The Double-Letter Spellings for Consonant Sounds
The double-letter spellings for consonant sounds were taught in Unit 8 of
Kindergarten, and might be new to students who did not get that far. Some
of these are rare in one-syllable words, so you should use a decodable two-
syllable example (e.g., shopping for the ‘pp’ spelling). It is unlikely that these
spellings will be problematic for students when they are reading. If a student
knows that ‘f’ is sounded /f/, he or she will quickly learn that ‘ff’ is sounded /f/
as well. However, these spellings may cause some trouble when a student is
writing because the student has to choose between two possible spellings—
‘f’ and ‘ff’. This is also true of the other spelling alternatives that are reviewed
during this unit. A student spelling /k/ has to choose between ‘c’, ‘k’, ‘cc’,
and ‘ck’. Some students will need a lot of exposure to print in order to learn
when to write sounds with their basic code spelling and when to write them
with a spelling alternative. At this point, you should praise any spelling that is
a plausible representation of the sounds in the word. Accept stuf for stuff, kab
for cab, eg for egg, etc.
The Tricky Spellings ‘th’ (pronounced /th/ or /th/) and ‘s’ (pronounced /s/ or /z/)
When a spelling can be sounded more than one way, we say that the spelling is
a “tricky spelling.” In this unit, students learn (or are reminded) that the letters
‘th’ can stand for two slightly different sounds: voiceless /th/ as in thin and
voiced /th/ as in them. (You can use the pairs teeth/teethe and ether/either to
help them hear the difference.) Students also learn that the letter ‘s’ is usually
pronounced /s/ but is sometimes pronounced /z/. This pronunciation is used in
a handful of very common words, including is, has, as, his, and was. It is also
used in many cases when an ‘s’ is added to a word to mark a plural as in dogs,
or in the present-tense form of some verbs, as in she runs.
Fortunately, neither one of these tricky spellings is likely to cause major
difficulties while reading. The tricky spelling ‘th’ does not generally cause
troubles because /th/ and /th/ sound very similar. The tricky spelling ‘s’ is also
usually not problematic. It is pronounced /z/ after voiced sounds (dogs, bins)
and /s/ after voiceless sounds (cats, ducks), but our mouths tend to choose
/s/ or /z/ automatically, without having to think about it. (Try pronouncing
dogs as /dogs/ as opposed to /dogz/; you will find that your mouth resists.)
Students may need more time to learn when to spell /z/ with an ‘s’.
An effort has been made to minimize the number of tricky spellings
students are exposed to in the early part of Grade 1. The tricky spellings are
introduced gradually as the sequence progresses.
Tricky Words
In CKLA, the term “Tricky Word” refers to a word that cannot be sounded
out using the letter-sound correspondences that students have been taught
so far. In other words, the word is not pronounced quite the way you would
expect based on the letters in its printed form. During this unit, students will
review the following Tricky Words: a, I, no, so, of, is, all, some, from, word,
are, were, have, one, once, to, do, two, who, the, said, says, was, when,
where, why, what, which, here, and there.
Each of these Tricky Words has an irregular element, but most contain parts
that can be blended. When introducing these words, be sure to point out which
parts are regular and can be blended and which parts are not regular and
simply must be remembered. You might want to create a word wall with Tricky
Words, adding to your wall each time a new word is introduced. Tricky Words
printed on yellow cards remind students to use caution when reading them.
All of the Tricky Words were taught in the CKLA Kindergarten sequence. For
students who did not go through the Kindergarten CKLA sequence, these
words may be completely new. Once a Tricky Word has been introduced in a
lesson, it will be underlined in the Reader and on worksheets until it has been
seen around 20 times.
A few words should be said about “sight words.” The term sight word is often
used to describe a common word that students should practice reading and
learn to recognize rapidly. At the same time, a sight word may describe a
Tricky Word. We believe that it is necessary to distinguish between words that
are genuinely tricky (words like one, two, of, who, and could) and words that
are high-frequency but pronounced as expected (words like in, at, on, and
up). Words in this last category should not be taught as Tricky Words, since
there is actually nothing tricky about them.
At the end of each lesson, there is a note about when common sight words
become decodable. You can do traditional sight word activities with words
once they have either become decodable or been introduced as Tricky Words.
Pausing Point
A Pausing Point section is included at the end of each unit. The Pausing
Point lists additional exercises you can assign if students need more work
to achieve mastery of a particular spelling or concept. The Pausing Point
exercises are organized by objective and target specific skills. You may
choose to use the Pausing Point activities upon the completion of Unit 1.
Alternatively, sidebars throughout the Teacher Guide will notify you of Pausing
Point activities that pertain to skills being covered in the lessons. If using
Pausing Point activities before the very end of the unit, be sure to check the
word lists as they may contain words that are not yet decodable, but will
be by the end of Unit 1. You might need to use a subset of the words listed,
limiting yourself to the ones that are decodable.
Back-to-School Week
After the summer break, all students need time to re-acclimate to the school
environment. The “Back-to-School” lessons are designed to provide just that
opportunity for students. They will also allow you an opportunity to begin
to get to know students as you observe how they complete these review
lessons in which no new skills are introduced.
Please take the time to teach these procedures thoroughly, making sure
that you present at least part of every exercise in each lesson. Use the time
recommendations for each exercise as a guideline. If you find that you have
exceeded the time estimated for the initial activities in a lesson, please adjust
the remaining exercises accordingly by doing fewer items per exercise.
Remember that the point of these Back-to-School lessons is to remind
students of CKLA routines. If necessary, do fewer items per exercise, but try
to do all exercises in every lesson.
As students learn the procedures, your presentation of each lesson will
become more efficient. Do not get frustrated in these first days if it takes a
little longer to do portions of the lessons. The lessons will become a routine
and you will be glad that you took the time to do it.
The following exercises are included in the Back-to-School lessons:
Code Flip Book Review

Letter-sound correspondences are presented to students in the Code Flip
Books: one for consonants and one for vowels. The Code Flip Books are used
for group instruction and classroom display.
The Flip Books are used with a set of Spelling Cards that are to be affixed
to the appropriate Flip Book pages as sounds and spellings are reviewed in
Unit 1. The Flip Books show (in gray print) the spellings for all sounds taught
in Grade 1. As you review the sounds in this unit (and introduce new sounds
in later units,) you will be asked to place the Spelling Card on the appropriate
Flip Book page.
Each Spelling Card is printed front and back. One side of the card shows the
sound:
/a/
12 Unit 1 | Back-to-School Week
The other side of the card shows three things:
a
hat
The top of this side of the Spelling Card shows the spelling. The bottom
shows a sample word containing the spelling. In the middle is something
called a power bar. The power bar gives an indication of how common this
spelling is for the sound it represents. A long power bar that stretches almost
across the card means that this is the main spelling for the sound and there
are very few English words that have this sound spelled any other way. A very
short power bar means that the spelling is less common and occurs in fewer
English words.
Note: The exercises in the Back-to-School lessons are not designed to
teach sound-letter correspondences to students who have not mastered
the code in earlier grades. Students who have large gaps in their code
knowledge will be identified through the placement tests presented during
Lessons 6–10 of this unit so that they can be appropriately placed in the
level of CKLA materials that will meet their individual instructional needs.
As noted earlier, these lessons are intended to remind students to think about
letter-sound correspondences and the written English code after the summer
break. Keep the Code Flip Book and other exercises briskly paced so they do
not become tedious.
Chaining
Students have been completing chaining exercises in CKLA since the earliest
Kindergarten units. This critical activity reinforces students’ ability to manipulate
the sounds in words in which only a single phoneme/grapheme is changed,
added, or deleted at a time, such as cat > hat; cat > cab; at > hat; or cat > at.
In Kindergarten, students chained by manipulating individual letter cards
on either an individual Chaining Folder or group pocket chart. In Grade 1,
chaining activities are completed by either the teacher or student writing on a
blackboard, whiteboard, Smart Board, or chart paper.
During the Back-to-School lessons, remember to present the chaining
exercise exactly as it is written; do not make up your own chaining activities.
Unit 1 | Back-to-School Week 13

Warm-Ups
Lessons in Grade 1 frequently begin with a Warm-Up exercise. The Warm-
Ups are intended to be quick reviews that help students focus for the lesson
of the day. For the Warm-Ups of this unit, students will practice blending and
segmenting words that contain up to four sounds. They will also practice
letter-sound correspondences and review grammar lessons.
Small Group Work

Throughout this unit, you will be presented with an opportunity to work with
students in small groups. Opportunities for small group work are signaled
by this star icon: . We suggest exercises for two groups: one group will
consist of independent workers while the other consists of students needing
more support. Of course, you can subdivide your class further. We typically
suggest small group work either during story reading time or when students
are completing worksheets.
You may have both groups work on the same skill with the independent
group working mainly on their own while the other group receives guidance
from you. You may also use small group time to reteach/reinforce a skill
that you feel needs further practice with students needing more support.
For reteaching/reinforcing skills, you can reuse material from relevant
lessons and/or consult the Unit 1 Pausing Point for additional exercises and
worksheets (these materials can also be used as enrichment exercises for
students who finish before others).
Worksheets
The worksheets are numbered so that the worksheet number coincides with
the lesson number. For example, worksheets in Lesson 1 will be numbered
1.1, 1.2, 1.3; while worksheets in Lesson 2 will be numbered 2.1, 2.2, 2.3; etc.
An answer key is included at the back of this Teacher Guide.
Take-Home Material
Many lessons include materials students can take home and complete
with their family members. These materials usually consist of a worksheet
or a Take-Home story from the Reader. The worksheets are meant to give
students extra practice with concepts taught in the unit. Rereading the
stories will help students develop fluency. Please note that the Take-Home
materials are optional and can be assigned or omitted on any given day at
your discretion.
14 Unit 1 | Back-to-School Week

Lesson 1 Back-to-School
 Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
 Segment words into phonemes by tapping  Read one-syllable short vowel words
one finger for each phoneme and then blend and then write each word under its
the phonemes together to form one-syllable corresponding picture (RF.1.3b)
words (RF.1.2d)  Read and spell chains of one-syllable short
 Orally produce words with various vowel and vowel words that include the letter-sound
consonant sounds by blending the sounds correspondences ‘p’ > /p/, ‘c’ > /k/, ‘g’ > /g/,
(RF.1.2b) ‘n’ > /n/, and ‘a’ > /a/ in which one sound is
added, substituted, or omitted (RF.1.3b)
 Isolate and pronounce initial, medial vowel,
and final sounds in spoken single-syllable
words (RF.1.2c)
At a Glance Exercise Materials Minutes

Warm-Up Blending and Segmenting 10
Concept Review Writing and Reading Overview 15
Reviewing the Spellings Writing the Spellings/Word Box pencils; Worksheet 1.1 20
Pocket Chart Chaining for pocket chart; index cards for
Chaining Reading ‘p’, ‘c’, ‘g’ (2), ‘n’, ‘a’
15
Take-Home Material Family Letter Worksheet 1.2 *
Advance Preparation
Write each letter listed in the At a Glance chart on a separate white index card.
a
Be sure to make two cards with the letter ‘g’. Save these cards for future use.
Using these cards, set up the pocket chart for the chaining activity as shown in
the sidebar.
p c g n
Pocket Chart Setup
Unit 1 | Lesson 1 15
Warm-Up 10 minutes
Blending and Segmenting
The finger taps represent Note: In this Warm-Up, students will practice first blending and then
sounds. This helps segmenting words that contain two or three sounds.
students hear and
distinguish individual Blending
sounds.
• Explain to students that you will say sounds for them to blend into words.
When students are
ready, gradually reduce • Say at in a segmented fashion, marking each sound with a thumb-finger tap.
the support you give for Start with a thumb-forefinger tap.
blending and segmenting.
By the end of this unit (if • Blend the sounds to produce the word at, making a fist with your hand.
not earlier), you should
provide students only • Have students tap and blend the sounds in the word.
with the visual support for
Segmenting
blending and segmenting,
and not blend and segment • Hold up two fingers and say the word at.
the words for them.
• Have students repeat the word after you.
• Wiggle or move your index finger for the first sound in the word, /a/.
For blending • Wiggle or move your middle finger for the second sound in the word, /t/.
• Have students repeat after you.
• Continue with the remaining words.
Note: The items in the box below indicate the word, the number of sounds,
and the individual phonemes in the word.
For segmenting
1. at (2) /a/ /t/ 5. sip (3) /s/ /i/ /p/
2. it (2) /i/ /t/ 6. big (3) /b/ /i/ /g/
3. on (2) /o/ /n/ 7. cub (3) /k/ /u/ /b/
4. bee (2) /b/ /ee/ 8. tap (3) /t/ /a/ /p/
Concept Review 15 minutes

Writing and Reading Overview
The Sounds in Words
• Explain to students that the words we say are made up of sounds. The word
I contains one sound: /ie/. The word it contains two sounds: /i/ and /t/. Ask
students how many sounds they hear in the word mat. (It contains three
sounds: /m/ /a/ /t/.)
16 Unit 1 | Lesson 1
Segmenting
• Say the word fish first as a blended word and then in a segmented fashion,
counting the sounds on your fingers as you say them.
• When you have said /f/ /i/ /sh/, ask students how many sounds they hear.
• Repeat this process with the remaining words.
You can also do this
exercise with short first 1. fish (3) 5. it (2)
names of students. Please
note that this is an oral 2. me (2) 6. hat (3)
exercise, and you do not 3. light (3) 7. man (3)
need to write the words on
the board. 4. oh (1) 8. sigh (2)
Blending
• Say the word sun in a segmented fashion: /s/ /u/ /n/.
• Then ask students what word these sounds make when blended together.
(sun)
1. /s/ /u/ /n/—sun 4. /m/ /o/ /m/—mom

2. /m/ /oo/ /n/—moon 5. /f/ /o/ /g/—fog
3. /ae/ /p/—ape 6. /n/ /e/ /t/—net
• Repeat this process with the remaining sets of sounds.

Writing Sounds
• Tell students that we write a word by drawing a picture of each sound in the
word, i.e., a letter, moving from left to right. For example, to write the word it,
we first draw a picture of the /i/ sound. We then move a little to the right and
draw a picture of the /t/ sound.
• Ask students how many letters they would need to write for the word mad.
(three) How many spellings would they need to write the word if? (two)
• Tell students that to read a word, we need to look at the letters in the order
that they were written, starting on the left and moving to the right. As we go,
we need to remember the sounds that the letters stand for and blend the
sounds together to make the word.
Reviewing the Spellings 20 minutes
Writing the Spellings/Word Box
• Distribute Worksheet 1.1.
• Remind the class that every letter can be written as an uppercase letter (or
capital letter) and a lowercase letter.
• Tell students that you are going to show them how to write the lowercase
letter for the sound /a/. Have students repeat the sound /a/ after you.
Worksheet 1.1 • Write a large lowercase ‘a’ on the handwriting guidelines and describe what
you are doing using the numbered instructions below.
• Model drawing the same letter two or three more times in a row.
• Have students trace the letter on the desk with a pointed finger.
• Have students trace and copy lowercase ‘a’ on the worksheet.
• Encourage students to say the sound /a/ each time they write the letter.
• Repeat the same steps for uppercase ‘A’, pointing out that it looks different
from lowercase ‘a’ and touches the top line of the handwriting guidelines.
• Remind students that uppercase letters are used for the first letter in the first
word of a sentence and for the first letter in the name of a person or place.
• Repeat the same steps for ‘p’—‘P’, ‘n’—‘N’, ‘c’—‘C’, and ‘g’—‘G’.
Start between the Start on the dotted line. Start on the dotted Start just below the Start between the
dotted line and the line. dotted line. dotted line and the
bottom line. 3. line down ending bottom line.
below bottom line 1. short line down 1. most of a circle to
4. circle to the left 4. circle to the right the left 1. circle to the left
2. hump
5. short line down 2. fish hook ending
below bottom line
Start on the top line. Start on the top line. Start on the top line. Start just below the Start just below the
top line. top line.
1. diagonal left 1. long line down 1. long line down
(lift) (lift) (lift) 1. most of a circle to 1. most of a circle to
2. diagonal right 2. half a circle to the the left the left
2. diagonal right
(lift) right 2. line across
3. long line up
3. line across
• Have students look at the back of the worksheet. As a group, have students
read aloud each of the words in the box. Identify the names of the pictures.
Write each word under its matching picture.
Chaining 15 minutes
Pocket Chart Chaining for Reading
• Set up the pocket chart as detailed in the beginning of the lesson and the
a
matching sidebar.
• Arrange the card for the vowel spelling ‘a’ along the top of the pocket chart.
• Arrange the cards for the following consonant spellings along the bottom of
the pocket chart: ‘p’, ‘c’, ‘g’ (2), ‘n.’
• Point to the spellings and have students say the sounds.
p c g n
Pocket Chart Setup • Explain that you will combine spellings to make words.
• Tell students you want to spell the word cap. Use think-aloud strategies to
describe the steps involved in spelling the word: “Let’s see, I want to write
the word cap. First I have to say and listen to the sounds: /c/ /a/ /p/. There
are three sounds in the word cap. I’ll need to write a spelling for each of the
sounds. So first I will take the ‘c’ card because that is the first sound, then I
will take the ‘a’ card, because that is the second sound, and then I will take
the ‘p’ card, because that is that last sound.”
• Move the ‘c’, ‘a’, and ‘p’ cards to the center of the pocket chart to spell cap.
You may use the blending • Use think-aloud strategies to describe the steps involved in reading the word:
motions from today’s “If I want to read the word, I need to start at the left, look at the first letter and
Warm-Up.
then remember and say the sound that it stands for. Then I need to look at
the next letter and last letter and say the sounds they stand for. Then I blend
the sounds together to read and say the word: /c/. . . /a/. . . /p/. . . cap.”
• Point to the ‘n’ card and ask students, “What sound do we make when we
see this letter?”
• Replace the ‘c’ card with the ‘n’ card and say to the class, “If that is cap,
what is this?”
• Ask a student to read the word.
• Ask students what change you made to the word cap to get the word nap.
• Work through the remaining words.
If you have time, ask
students to use the words 1. nap > nag > gag > gap > cap > can > pan > an > can
in sentences.
Take-Home Material
Family Letter
• Have students take Worksheet 1.2 home to share with a family member.
Supplemental Materials
If you have students who work quickly, give them the lists of words and
chains to read, dictate, copy, or illustrate. You can also have them write silly
sentences or stories with the words. You may also use these lists in exercises
that you choose from the Pausing Point.
• Newly decodable words:
The words with the asterisk
are on the Dolch and/or Fry 1. an* 6. gag
Word List.
2. can* 7. gap
3. ad 8. nap
4. cap 9. nag
5. dad 10. pan
• Songs from Alphabet Jam:

When listening to these
songs, ask students to 1. “Peter Piper” 4. “Gary Gipponary”
name words with the target
sound that they heard in 2. “Catherine Calico” 5. “Abbi Alligator”
the song, have them touch 3. “Kate’s Kingdom” 6. “Nellie Knows a Nurse”
their noses when they hear
the sound, or ask them to
share their favorite words
from the song.
Code Knowledge
• For the sake of these figures, we begin by assuming that students know
no letter-sound correspondences. However, we hope that much of this
will be review.
• Before today’s lesson: If students read 1,000 words in a trade book, on
average, none of those words would be completely decodable.
• After today’s lesson: If students read 1,000 words in a trade book, on
average between three and eight of those words would be completely
decodable.
• Students have now reviewed one way to write five of the 44 sounds in
English.
• The sound /a/ is the 10th most common sound in English.
• The sound /a/ is spelled ‘a’ approximately 99 percent of the time.
• The sound /p/ is the 21st most common sound in English.
• The sound /p/ is spelled ‘p’ approximately 93 percent of the time.
• The sound /k/ is the 13th most common sound in English.
• The sound /k/ is spelled ‘c’ approximately 64 percent of the time.
• The sound /g/ is the 31st most common sound in English.
• The sound /g/ is spelled ‘g’ approximately 87 percent of the time.
• The sound /n/ is the 3rd most common sound in English.
• The sound /n/ is spelled ‘n’ approximately 94 percent of the time.
 Objectives
 Read one-syllable words in the Code  Print upper- and lowercase letters ‘i’ and ‘I’,
Flip Books that include the letter-sound ‘o’ and ‘O’, ‘d’ and ‘D’, and ‘t’ and ‘T’ (L.1.1a)
correspondences taught (RF.1.3b)  Read and spell chains of one-syllable short
 Isolate and pronounce initial, medial vowel, vowel words that include the letter-sound
and final sounds in spoken single-syllable correspondences ‘i’ > /i/, ‘o’ > /o/, ‘t’ > /t/,
words (RF.1.2c) and ‘d’ > /d/ in which one sound is added,
substituted, or omitted (RF.1.3b)

Vowel and Consonant Flip
Books; Spelling Cards for
‘t’ > /t/ (top), ‘d’ > /d/ (dot),
Warm-Up Code Flip Book Review ‘i’ > /i/ (it), ‘o’ > /o/ (hop), 20
‘a’ > /a/ (hat), ‘c’ > /k/ (cat),
‘g’ > /j/ (gift), ‘n’ > n (nut),
‘p’ > /p/ (pat)
Reviewing the Spellings Writing the Spellings pencils; Worksheet 2.1 10
Small Group Word Box pencils; Worksheet 2.2 15
Pocket Chart Chaining for pocket chart; index cards for ‘p’
Chaining Reading (2), ‘t’, ‘d’, ‘c’, ‘g’, ‘n’, ‘i’, ‘o’, ‘a’
15
Take-Home Material Spelling Worksheet Worksheet 2.3 *
Advance Preparation
Add to the letter cards you prepared in Lesson 1 by writing each of the
i a o
following letters on a separate white index card: ‘p’, ‘t’, ‘d’, ‘i’, and ‘o’. Using
these cards, set up the pocket chart for the chaining activity as shown in the
sidebar.
p t d c
g n
Pocket Chart Setup
Warm-Up 20 minutes
Code Flip Book Review
• Before beginning this exercise, get out and display both the Consonant
Flip Book and the Vowel Flip Book within view of all students; also have the
Spelling Cards listed in the At a Glance chart readily available.
• Briefly flip through either or both of the Flip Books and ask students if the
information on these pages looks similar to anything they recall using in
Kindergarten. Assist students in remembering that last year they had Sound
Posters with picture cards (Sound Cards) displayed in their classrooms; the
Sound Posters and Cards showed the ways that the consonant and vowel
sounds could be spelled.
• Explain that the Flip Books are similar to the Sound Posters—one Flip
Book shows the vowel sounds and their spellings and the other shows
the consonant sounds and their spellings. Remind students that the vowel
sounds like /a/ and /i/ are made with an open mouth. Consonant sounds like
/m/ and /s/ are made with parts of the mouth touching or closed, so the air
coming out of the mouth is blocked.
• Show students the /a/ Spelling Card with the ‘a’—hat side facing students.
Point to the ‘a’ and ask students to name the letter. Then read the word hat
and remind them that the letter ‘a’ is used to spell and write /a/ in English
words. Remind students that /a/ is a vowel sound; vowel sounds will always
be written in green on the Spelling Cards because when we say a vowel
sound, we open our mouths, letting the air “go.”
• Point out the power bar below the spelling ‘a’ and tell students that this bar
indicates how common each spelling is. If the card shows a very common
spelling for a sound, a spelling used in lots and lots of words, there will be
a long power bar on the card, stretching almost across the entire card. If
the card shows a less common spelling for this sound, a spelling used in a
smaller number of words, the card will have a shorter power bar.
• Point to the power bar under the ‘a’ and ask students whether they think
the letter ‘a’ is a very common spelling or a less common spelling for /a/.
(common)
• Turn to Vowel Flip Book page 1 and point to the “sound bubble” for /a/ on
the page, and then point to the outline for the Spelling Card, placing the ‘a’
Spelling Card for /a/ on the appropriate place on the Flip Book page.
• Repeat the above steps with the vowel Spelling Cards for /i/ and /o/, which
can be found on the following pages.
Vowel Flip Book

1. ‘i’ > /i/ (it) Vowel Flip Book p. 2
2. ‘o’ > /o/ (hop) Vowel Flip Book p. 5
• Turn to Consonant Flip Book page 1. Show students the /p/ Spelling Card
with the ‘p’—pat side facing students. Point to the ‘p’ and ask students to
name the letter. Then read the word pat and remind them that ‘p’ can be
used to spell /p/ in English words. Remind students that /p/ is a consonant
sound; consonant sounds will always be written in red on the Spelling Cards
because when we say a consonant sound, parts of our mouth touch or are
closed, blocking or “stopping” some of the air.
If students ask about the • Point to the power bar under the ‘p’ and ask students whether they think the
other Spelling Card, ‘pp’, letter ‘p’ is a very common spelling or a less common spelling for /p/.
outlined on the same page,
tell them this is another • Point to the “sound bubble” for /p/ on the Flip Book page, and then the
way to spell /p/ that they outline for the Spelling Card, showing students that this is where you will
will practice on another
day. place the ‘p’ Spelling Card for /p/ on the Flip Book page.
• Repeat the above steps with the consonant Spelling Cards for /t/, /d/, /c/, /g/,
and /n/, which can be found on the following pages.
Consonant Flip Book

1. ‘t’ > /t/ (top) Consonant Flip Book p. 3
2. ‘d’ > /d/ (dot) Consonant Flip Book p. 4
3. ‘c’ > /k/ (cat) Consonant Flip Book p. 5
4. ‘g’ > /g/ (gift) Consonant Flip Book p. 6
5. ‘n’ > /n/ (nut) Consonant Flip Book p. 16
• Quickly review by pointing to the cards and having students say the sound
represented on each card.

Writing the Spellings
• Remind the class that every letter can be written with an uppercase letter (or
letter for the sound /i/.
Worksheet 2.1
• Write a large lowercase ‘i’ on handwriting guidelines and describe what you
are doing using the numbered instructions.
• Model drawing the letter two or three more times.
• Have students trace and copy lowercase ‘i’ on the worksheet.
• Encourage students to say the sound /i/ each time they write the letter.
• Repeat the same steps for uppercase ‘I’, pointing out that it looks different
from ‘i’ and touches the top line of the handwriting guidelines.
• Remind the class that uppercase letters are used for the first letter in the first
word of a sentence and for the first letter in the name of a person or place.
• Repeat the same steps for ‘o’—‘O’, ‘t’—‘T’ , and ‘d’—‘D’.
Start on the dotted Start between the Start between the Start between the
line. dotted line and the dotted line and the top dotted line and the
bottom line. line. bottom line.
1. short line down
(lift) 1. circle to the left 1. long line down 1. circle to the left
2. dot on top (lift) 2. long line down
2. line across
Start on the top line. Start between the Start on the top line. Start on the top line.
dotted and the top line.
1. long line down 1. long line down 1. long line down
(lift) 1. circle to the left (lift) (lift)
2. line across 2. line across 2. half a circle to the
(lift) right
3. line across
Small Group 15 minutes

Word Box
• As a class, read the words in the box aloud, and then name each picture.
• Divide into small groups to complete the worksheet.
 Group 1: Ask students who are able to do independent work to complete the
worksheet on their own. If students finish quickly, have them look at trade
Worksheet 2.2 books available in your classroom.
 Group 2: Have students who need more support with matching the words
form a group. Help them to finish the worksheet, reviewing the sounds and
spellings from today’s lesson. You may also practice chaining, or blending
and segmenting.
Chaining 15 minutes
• Set up the pocket chart as described at the beginning of the lesson, and as
i a o
shown in the sidebar.
• Arrange the cards for the following vowel spellings along the top of the
pocket chart: ‘i’, ‘a’, ‘o’, .
p t d c the pocket chart: ‘p’ (2),‘t’, ‘d’, ‘c’, ‘g’, ‘n’.
g n
• Point to the spellings and have the students say the sounds.
Pocket Chart Setup
• Explain that you will combine spellings to make words.
• Move the ‘a’ and ‘t’ cards to the center of the pocket chart to spell at.
• Ask the class to read the word.
• Remove ‘a’ and add the ‘i’ card and say to the class, “If that is at, what is
this?”
You may use blending • Ask a student to read the word.
motions.
• Ask students what change you made to the word at to get the word it.
1. at > it > pit > pat > pot > dot > cot > cop > cap > cat
2. dig > dip > tip > tap > top > pop > pod > nod > not > got
Take-Home Material
Spelling Worksheet
• Have students take Worksheet 2.3 home and give it to a family member.
If you have students who work quickly, you may give them the lists of words
and chains to read, dictate, copy, or illustrate. You can also have them write
silly sentences or stories with the words. You may also use these lists in
exercises that you choose from the Pausing Point.
If you have time, ask
students to use the words
1. act 8. dig 15. it* 22. pop
in phrases or sentences. 2. and* 9. dip 16. not* 23. tin
The words with asterisks

3. cat 10. doc 17. on* 24. tip
are on the Dolch and/or Fry 4. cod 11. dog 18. pad 25. tad
Word List.
5. cop 12. dot 19. pat 26. tag
6. cot 13. got* 20. pig 27. tap
7. did* 14. in* 21. pot 28. top
• Chains:
You may write these on the
board, or use cards. If you
1. dot > pot > pat > cat > cap > cop > cod > pod > pad > dad
use cards, you will need 2. pot > pod > cod > cop > cot > cat > cap > tap > top > pop
the following letters: ‘i’, ‘a’,
‘o’, ‘n’, ‘t’, ‘d’ (2), ‘c’, ‘g’ 3. pin > pig > dig > dog > dot > not > got > pot > pit > pat
(2), ‘p’ (2) 4. dip > tip > tap > nap > nag > gag > tag > tan > pan > can

When listening to these
songs, ask students to
1. “Tara Takes Tap”
name words with the target 2. “David’s Dancing Dog”
sound that they have heard
in the song, have them 3. “Itchy Itchy Chicken Bone”
touch their noses when 4. “Ozzie the Optimistic Ostrich”
they hear the target sound,
or ask them to share their
favorite words from the
song.
Code Knowledge
• Before today’s lesson: If students read 1,000 words in a trade book, on
average between three and eight of those words would be completely
decodable.
• After today’s lesson: If students read 1,000 words in a trade book,
on average between 82 and 98 of those words would be completely
decodable.
• Students have now reviewed one way to write nine of the 44 sounds in
English.
• The sound /i/ is the 4th most common sound in English and it is found in
approximately 29 percent of English words.
• The sound /i/ is spelled ‘i’ approximately 94 percent of the time.
• The sound /o/ is the 20th most common sound in English.
• The sound /o/ is spelled ‘o’ approximately 76 percent of the time.
• The sound /t/ is the 2nd most common sound in English.
• The sound /t/ is spelled ‘t’ approximately 89 percent of the time.
• The sound /d/ is the 6th most common sound in English.
• The sound /d/ is spelled ‘d’ approximately 86 percent of the time
 Objectives
 Read one-syllable words in the Code  Isolate and pronounce initial, medial vowel,
Flip Books that include the letter-sound and final sounds in spoken single-syllable
correspondences taught (RF.1.3b) words (RF.1.2c)
 Segment words into phonemes by tapping  Read one-syllable short vowel words
one finger for each phoneme and then blend and then write each word under its
the phonemes together to form one-syllable corresponding picture (RF.1.3b)
words (RF.1.2d)  Identify orally common nouns that name
 Orally produce words with various vowel and people (L.1.1b)
consonant sounds by blending the sounds  Read Tricky Words a and I (RF.1.3g)
(RF.1.2b)
 Use the determiner a orally and in writing
(L.1.1h)

Warm-Up Vowel Flip Book; Spelling Cards 10
Flip Book Review
for ‘e’ > /e/ (pet), ‘u’ > /u/ (but)
Small Group Writing the Spellings/Word Box pencils; Worksheets 3.1, 3.2 20
Tricky Words Tricky Word Cards marker; yellow index cards for a, I 15
Grammar Identifying Nouns 15
Advance Preparation
On yellow index cards, write the Tricky Words a and I. The yellow color
serves to remind students that they need to proceed with caution when
reading one of the Tricky Words. After reviewing the words with students,
you may tape the words to the Tricky Word wall.
Warm-Up 10 minutes
Blending
The finger taps represent • Explain to students that you will say sounds for them to blend into words.
sounds. Tapping helps
students hear and • Say at in a segmented fashion, marking each sound with a thumb-finger tap.
distinguish individual Start with a thumb-forefinger tap.
sounds.
• Blend the sounds to produce the word at, making a fist with your hand.
When students are ready, • Have students tap and blend the sounds in the word.
gradually reduce the
support for blending and Segmenting
segmenting. By the end
of this unit (if not earlier), • Hold up two fingers and say the word at.
you should provide only the
visual support for blending • Have students repeat the word after you.
and segmenting, and not
blend and segment the • Wiggle or move your index finger for the first sound in the word, /a/.
words for students.
• Wiggle or move your middle finger for the second sound in the word, /t/.
For blending
1. at (2) /a/ /t/ 5. hop (3) /h/ /o/ /p/

2. as (2) /a/ /z/ 6. cat (3) /k/ /a/ /t/
3. ash (2) /a/ /sh/ 7. light (3) /l/ /ie/ /t/
4. odd (2) /o/ /d/ 8. bell (3) /b/ /e/ /l
For segmenting
Flip Book Review

• Before beginning this exercise, get out and display the Vowel Flip Book within
view of all students; also have the Spelling Cards listed in the At a Glance
chart readily available.
• Show students the /e/ Spelling Card with the ‘e’—pet side facing students.
Point to the ‘e’ and ask students to name the letter. Read the word pet and
remind them that the letter ‘e’ is used to spell and write /e/ in English words.
Remind students that /e/ is a vowel sound; vowel sounds will always be
written in green on the Spelling Cards because when we say a vowel sound,
we open our mouths, letting the air “go.”
• Point out the power bar below the spelling ‘e’ and remind students that this
bar indicates how common each spelling is. If the card shows a very common
spelling for a sound, a spelling used in many words, there will be a long
power bar on the card, stretching almost across the entire card. If the card
shows a less common spelling for this sound, a spelling used in a smaller
number of words, the card will have a shorter power bar.
• Point to the power bar under ‘e’ and ask the students whether they think the
letter ‘e’ is a very common spelling or a less common spelling for /e/.
• Turn to Vowel Flip Book page 3 and point to the sound bubble for /e/ on
the page, and then point to the outline for the Spelling Card, placing the ‘e’
Spelling Card for /e/ on the appropriate place on the Flip Book page.
• Repeat the above steps with the vowel Spelling Card for /u/, found on Vowel
Flip Book page 4.

Note: Students will work on Worksheets 3.1 and 3.2 either independently
or in a small group. You will review both worksheets with students before
breaking into small groups.
• Remind students that letters can be written in both uppercase and lowercase.
Worksheets 3.1, 3.2 Ask students, “When do we use uppercase letters?” (beginning of sentence,
people’s names)
• Review the sounds we make when we see these letters. Have students trace
the letters on their desk with their fingers while making the sounds. (Do not
have students complete the worksheet at this time.)
• As a class, read the words in the box. Use the words in an example sentence
to ensure that students understand its meaning. Name the pictures.
 Group 1: Ask students who are able to do independent work to complete
Worksheets 3.1 and 3.2 on their own. Write some decodable words from
previous chaining exercises on the board. Tell students that if they finish
early, they should copy and illustrate one or more of the words on the board.
Students may also look at classroom trade books.
 Group 2: Have students who need more support with writing the spellings
and words form a group. Help them complete the worksheets with your
guidance.
Tricky Words 15 minutes
Tricky Word Cards
Note: The word a can be pronounced two different ways. It can be
pronounced /ae/ when it receives stress. For example, if somebody
brought you six books but you only needed one, you might say, “I only
need a book right now.” You may discuss pronunciation variations with
students if it comes up, but it is not important at this point. You may omit
this discussion if you think it would confuse students. It is more important
that they learn the unstressed version and understand the concept of
Tricky Words.
• Explain to students that most words in English “play by the rules” and are
pronounced and spelled just the way they would expect. At the same time,
there are words that do not play by the rules, including some very common
and important ones. Words that do not “play by the rules” are called Tricky
Words.
• Explain that even in a Tricky Word, there are usually some parts that are
pronounced just as you would expect. Usually only one or two letters are not
pronounced as you would expect.
Tricky Word: A
The word a is pronounced • Show students the Tricky Word card a and ask how they would pronounce it
/ ae/ when it is stressed,
as in, “I wanted a cookie,
by blending. (They might say /a/.)
not three! • Explain that this word is generally pronounced /u/ or /ae/, as in, “I have a cat.”
• Write the word a on the board. Underline the entire word and explain that
it is completely tricky. They might think that it is pronounced /a/, but it is
pronounced /u/ or /ae/.
• Tell students that when reading a, they have to remember to pronounce it as
/u/ or /ae/.
• Tell students that when writing a, they have to remember to spell it with the
letter ‘a’.
Tricky Word: I
• Show students the Tricky Word card I and ask how they would pronounce it
by blending. (They might say /i/.)
You might want to create
a word wall using Tricky • Explain that this word is actually pronounced /ie/ as in, “I have a dog.”
Words. We recommend
that you write the Tricky • Write the word I on the board. Underline the entire word and explain that it is
Words on yellow index completely tricky. They might expect this word to be pronounced /i/, but it is
cards or paper and pronounced /ie/, like the letter name.
decodable words on green
paper. The yellow paper • Point out that this word is also tricky in another way: It is always capitalized,
is to remind students that
or written with an uppercase letter—even when it is not at the beginning of a
they need to proceed with
caution when reading the sentence.
Tricky Words.
• Tell students that when reading I, they have to remember to pronounce it as / ie/.
• Tell students that when writing I, they have to remember to spell it with an
uppercase ‘I’.
Practice
• Practice reading today’s Tricky Words. Write the following sample phrases/
sentences on the board, and have students read them aloud.
1. a pan 3. a dad 5. I got a cat.

2. I nap. 4. I dig. 6. a pit
Grammar 15 minutes
Identifying Nouns
Note: In this grammar lesson you will introduce nouns that name people.
• Say, “Mom sings,” and have students listen carefully and repeat it after you.
Ask students which word in the phrase names a person. (mom)
• Explain that a word that names a person is a special type of word that is
called a noun.
• Tell students to listen carefully to the following phrases and ask them to tell
you the word that names a person. Tell them that a word that names a person
is also called a noun.
Please note that this is a
listening exercise. Do not 1. happy child 5. boy plays
write the phrases on the
board as they are not yet 2. funny baby 6. sister plays
decodable to students.
3. nice teacher 7. grandmother smiles
4. girl runs
• Repeat the phrase, “girl runs,” and say, “The word girl names a person. Girl is
a word that is a part of speech called a noun. It came at the beginning of the
phrase.”
• Repeat the phrase, “happy child,” and say, “The word child names a person
and the word for a part of speech that names a person is noun. It came at the
end of the phrase.”
• Summarize by asking students what we call a part of speech that names a
person. (noun)
Code Knowledge
• Before today’s lesson: If students read 1,000 words in a trade book,
decodable.
average between 111 and 146 of those words would be completely
decodable.
• A is one of the 5 most common words in most samples of written
English. In a typical passage of 1,000 words, a occurs 20 to 29 times.
• I is one of the 10 most common words in most samples of written
English. In a typical passage of 1,000 words, I occurs 2 to 27 times.
 Objectives
 Segment words into phonemes by tapping  Print upper- and lowercase letters ‘m’ and
one finger for each phoneme and then blend ‘M’, ‘f’ and ‘F’, and ‘v’ and ‘V’ (L.1.1a)
the phonemes together to form one-syllable  Read and write one-syllable short vowel
words (RF.1.2d) words that include the letter-sound
 Orally produce words with various vowel and correspondences ‘m’ > /m/, ‘f’ > /f/, and
consonant sounds by blending the sounds ‘v’ > /v/ in which one sound is added,
(RF.1.2b) substituted, or omitted (RF.1.3b)
 Isolate and pronounce initial, medial vowel,  Spell and write one-syllable words using
and final sounds in spoken single-syllable the letter-sound correspondences taught in
words (RF.1.2c) Grade 1 (L.1.2d)

Consonant Flip Book; Spelling
Warm-Up 10
Flip Book Review Cards for ‘m’ > /m/ (mad),
‘f’ > /f/ (fit), ‘v’ > /v/ (vet)
Small Group Phrase Box pencils; Worksheet 4.2 15
pocket chart; index cards for ‘i’,
Pocket Chart Chaining for
Chaining Reading
‘a’, ‘o’, ‘m’, ‘n’, ‘t’, ‘d’, ‘c’, ‘g’, ‘p’, 20
‘f’, ‘v’
Take-Home Material Practice Pack Worksheet 4.3 *
Advance Preparation
Add to the letter cards you prepared in earlier lessons by writing each of the
i a o
following letters on a separate white index card: ‘m’, ‘f’, and ‘v’. Using these
cards, set up the pocket chart for the chaining activity as shown in the sidebar.
m
n t d c
g p f v
Pocket Chart Setup
Warm-Up 10 minutes
Blending
• Explain to students that you will say sounds for them to blend into words.
For blending • Say sip in a segmented fashion, marking each sound with a thumb-finger tap.
Start with a thumb-forefinger tap.
• Blend the sounds to produce the word sip, making a fist with your hand.
• Have students tap and blend the sounds in the word.
Segmenting
• Hold up three fingers and say the word sip.
For segmenting • Have students repeat the word after you.
• Wiggle or move your index finger for the first sound in the word, /s/.
• Wiggle or move your middle finger for the second sound in the word, /i/.
• Wiggle or move your ring finger for the last sound in the word, /p/.
1. sip (3) /s/ /i/ /p/ 5. flip (4) /f/ /l/ /i/ /p/
2. bin (3) /b/ /i/ /n/ 6. drop (4) /d/ /r/ /o/ /p/
3. cub (3) /k/ /u/ /b/ 7. hips (4) /h/ /i/ /p/ /s/
4. tap (3) /t/ /a/ /p/ 8. mats (4) /m/ /a/ /t/ /s/
Flip Book Review

• Before beginning this exercise, get out and display the Consonant Flip Book
within view of all students; also have the Spelling Cards listed in the At a
Glance chart readily available.
If students ask about the • Show students the /m/ Spelling Card with the ‘m’—mad side facing students.
other Spelling Card, ‘mm’, Point to the ‘m’ and remind them that the letter ‘m’ is used to spell and write
the /m/ sound in English words.
tell them this is another way
to spell /m/ that they will • Point out the power bar below the spelling ‘m’ and remind students that this
practice on another day.
bar indicates how common each spelling is.
• Point to the power bar under the ‘m’ and ask students whether they think the
letter ‘m’ is a very common spelling or a less common spelling for /m/. (very
common)
• Turn to Consonant Flip Book page 15 and point to the sound bubble for /m/
on the page, and then point to the outline for the Spelling Card, placing the ‘m’
Spelling Card for /m/ on the appropriate place on the page.
• Repeat the steps for the rest of the sound/spelling correspondences.
Consonant Flip Book

1. ‘f’ > /f/ (fit) Consonant Flip Book p. 9
2. ‘v’ > /v/ (vet) Consonant Flip Book p. 10

letter for the sound /m/.
• Write a lowercase ‘m’ on handwriting guidelines and describe what you are
Worksheet 4.1 doing using the numbered guidelines that follow.
• Model writing the letter two or three more times, making sure to say the
sound /m/ while writing.
• Have students trace and copy the lowercase ‘m’ on the worksheet.
• Encourage students to say the sound /m/ each time that they write the letter.
• Repeat the same steps for the uppercase ‘M’, pointing out that it looks
somewhat similar to the lowercase ‘m’ but touches the top line.
• Ask students, “When do we use an uppercase letter?” (for the first letter in the
first word of a sentence and the first letter in the name of a person or place)
• Repeat the steps with the letters for ‘f’—‘F’ and ‘v’—‘V’.
1 1
2
2 3 2
Start on the dotted Start on the dotted

Start just below the top line.
line.
line.
1. short line down 1. diagonal right
1. candy cane
2. hump (lift) 2. diagonal up
3. hump 2. line across
2
1 2 4 1 1
3 3
2
Start on the top line. Start on the top line.

Start on the top line.
1. long line down 1. diagonal right
1. long line down
(lift) 2. diagonal up
(lift)
2. diagonal right
2. line across
3. diagonal up (lift)
4. long line down 3. line across
Small Group
Phrase Box 15 minutes
Note: Students who are ready for independent work will complete
Worksheet 4.2 independently. You will first review the phrases as a class
before breaking for small group work.
• Tell students that words can be combined to make phrases.
• Tell students that when we write, we leave spaces between the words in a
Worksheet 4.2 phrase.
• Read the phrases in the box aloud together, and review the name of each
picture.
• Tell students that they will read the phrases in the box at the top of the
worksheet and write each phrase under its matching picture.
 Group 1: Ask students who are able to do independent work to complete
Worksheet 4.2 on their own. You may write words/phrases from the
Supplemental Materials section on the board, and tell students who finish
early that they can illustrate these words/phrases.
 Group 2: Work with students needing more support in completing
Worksheet 4.2. You may also wish to complete previous chaining exercises
with students to reinforce the sounds and spellings you have reviewed.
Chaining 20 minutes
• Set up the pocket chart.
i a o
pocket chart: ‘i’, ‘a’, and ‘o’.
m
the pocket chart: ‘m’, ‘n’, ‘t’,’ ‘d’, ‘c’, ‘g’, ‘p’, ‘f’, ‘v’.
n t d c
g p f v
Pocket Chart Setup • Explain that you will combine spellings to make words.
• Move the ‘f’, ‘o’, and ‘g’ cards to the center of the pocket chart to spell fog.
• Remove the ‘o’ card and add the ‘i’ card and say to the class, “If that is fog,
what is this?”
• Ask students which sound or letter you changed in the word fog to get the
word fig. Ask them whether you changed the first, middle, or last sound or
letter.
You may use the blending
motions from today’s 1. fog > fig > fit > fat > vat > mat > pat > pot > cot > cat
Warm-Up.
2. vat > van > fan > fin > tin > tan > man > pan > pin > din
Take-Home Material
Practice Pack
• Have students take Worksheet 4.3 home to practice reading and writing
words with a family member.
If you have students who work quickly, give them the lists of words, chains,
and phrases to read, dictate, copy, or illustrate. You can also have them write
The word with asterisks
are on the Dolch and/or Fry 1. am* 6. damp 11. fit 16. mat
Word List.
2. if* 7. dim 12. fog 17. mop
3. man* 8. fan 13. fond 18. mom
4. camp 9. fat 14. mad 19. van
5. dam 10. fin 15. map 20. vat
• Chains:
You may use the
chaining cards for
these exercises,
1. mad > man > van > pan > pin > tin > fin > fan
or you may also 2. vat > mat > map > tap > tip > tin > tint > mint
write the words on
the board. If you 3. mop > map > gap > cap > camp > damp > dam > dim
choose to use the
cards, you will need
the letters ‘i’, ‘a’,
‘o’, ‘m’, ‘n’, ‘t’ (2), • Phrases/Sentences:
‘d’, ‘c’, ‘g’, ‘f’, ‘p’,
and ‘v’.
1. mad dog 6. mom and dad
2. a tent 7. a fan
3. damp fog 8. a van
4. fit kid 9. dig it
5. top dog 10. Dad had a gift.
1. “Four Friendly Fish”

2. “A Very Small Vampire”
3. “Macaroni”
Code Knowledge
decodable.
decodable.
• Students have now reviewed one way to write 12 of the 44 sounds in
English.
• The sound /f/ is the 22nd most common sound in English and it is found
in approximately 10 percent of English words.
• The sound /f/ is spelled ‘f’ approximately 82 percent of the time.
• The sound /v/ is the 19th most common sound in English and it is found
• The sound /v/ is spelled ‘v’ approximately 94 percent of the time.
• The sound /m/ is the 14th most common sound in English and it is found
• The sound /m/ is spelled ‘m’ approximately 94 percent of the time.
 Objectives
 Read and/or write one-syllable words that  Read, spell, and/or write chains of one-
include the letter-sound correspondences syllable short vowel words in which one
taught during a chaining exercise (RF.1.3b) sound is added, substituted, or omitted by
playing a group game using Large Cards
 Spell and write one-syllable words using
(RF.1.3b)
the letter-sound correspondences taught in
Grade 1 (L.1.2d)  Read Tricky Words no, so, and of (RF.1.3g)
 Identify orally common nouns that name  Use the frequently occurring conjunction so
people (L.1.1b) (L.1.1g)
 Print upper- and lowercase letters ‘s’ and ‘S’,
‘z’ and ‘Z’, and ‘h’ and ‘H’ (L.1.1a)

Cards for
Flip Book Review
Warm-Up ‘s’ > /s/ (sun), ‘z’ > /z/ (zip), 10
‘h’ > /h/ (hot)
Noun Review
Reviewing the Spellings Writing the Spellings/Word Box pencils; Worksheet 5.1 15
Large Cards for ‘m’, ‘n’, ‘t’, ‘d’,
Practice Large Card Chaining
‘f’, ‘v’, ‘s’, ‘z’, ‘p’, ‘h’, ‘i’, ‘a’, ‘o’
15
marker; yellow index cards for

Tricky Words Tricky Word Cards
no, so, of
10
Practicing Reading Phrases 10
Advance Preparation
On yellow index cards, write the Tricky Words no, so, of.
Warm-Up 10 minutes
Flip Book Review
If students ask about the • Show students the /s/ Spelling Card with the ‘s’—sun side facing students.
other Spelling Cards outlined Point to the ‘s’ and remind them that the letter ‘s’ is used to spell and write
on this page, tell them these
the /s/ sound in English words.
are all different ways to spell
/s/ that they will learn later • Point out the power bar below the spelling ‘s’ and remind students that this
this year.
• Point to the power bar under the ‘s’ and ask students whether they think the
letter ‘s’ is a very common spelling or a less common spelling for /s/.
• Turn to Consonant Flip Book page 11 and point to the sound bubble for /s/
on the page, and then point to the outline for the Spelling Card, placing the
‘s’ Spelling Card for /s/ on the appropriate place on the page.
• Repeat the steps for the remaining consonant Spelling Cards, which can be
found on the following pages.
Consonant Flip Book

1. ‘z’ > /z/ (zip) Consonant Flip Book p. 12
2. ‘h’ > /h/ (hot) Consonant Flip Book p. 20
Noun Review
• Ask students, “What is a noun?” (Students should answer, “a person,”
although they may also be able to say “a person, place, or thing.”)
• Tell students to listen to the phrases you are about to say. They should raise
their hand if they know the noun in the phrase.
1. a happy grandmother 4. a serious librarian

2. my nice teacher 5. a very tall athlete
3. a funny friend
letter for the sound /s/.
Worksheet 5.1 • Write a lowercase ‘s’ on handwriting guidelines and describe what you are
doing using the numbered instructions.
• Model writing the letter two or three more times.
• Have students trace and copy the lowercase ‘s’ on the worksheet.
• Encourage students to say the sound /s/ each time that they write the letter.
• Repeat the same steps for the uppercase ‘S’, pointing out that it looks similar
to the lowercase ‘s’ and touches the top line.
word of a sentence and the first letter in the name of a person or place.
• Repeat the steps with the letters for ‘z’—‘Z’ and ‘h’—‘H’.
1
1
1 2
3 2
Start on the dotted

Start just below the Start on the top line.
line.
dotted line.
1. long line down
1. line across
1. half circle to the left, 2. hump
half circle to the right 2. diagonal left
3. line across
1
2 1 2
1
3

Start between the top Start on the top line.
and the dotted line. 1. line across
1. long line down
1. half circle to the left, 2. diagonal left
(lift)
half circle to the right 3. line across
2. long line down
(lift)
3. line across
• Have students look at the back of the worksheet. Read the words aloud as a
group, and name the pictures shown in the box.
• Tell students to read the words in the box at the top of the worksheet and
write each word under its matching picture.
Practice 15 minutes
Large Card Chaining
Note: Today you will do Large Card Chaining, an activity where students
form words with the Large Letter Cards. Not all students will have a card to
hold. You may choose to have students work in pairs or in teams.
If students need additional • Show students the Large Cards, and tell them that each card has a letter on
help with chaining, you may it. Tell students that they will use these cards to create words.
use the exercises in the
Pausing Point that address • Pass out the following Large Cards, reviewing each card’s sound and whether
chaining. Please use words it is a vowel or a consonant as you pass them out: ‘m’, ‘n’, ‘t’, ‘d’, ‘p’, ‘f’, ‘v’,
and chains that are listed
at the end of today’s lesson ‘s’, ‘z’, ‘h’, ‘i’, ‘a’, ‘o’.
to ensure that all words are
• Tell students that they need to spell the word zap. Segment and blend the
decodable.
word zap to help students hear the sounds making up the word.
• Tell students that if they are holding a card with a picture of a sound (or letter)
that is in zap, they should go to the front of the room and stand in the order
that spells zap.
• Once the students are standing in place, ask the class, “Does this look correct?”
You may point to the students standing in front and blend together the letters.
• Ask students to give a thumbs up if they think the word is spelled correctly, or
a thumbs down if there is an error.
• Once the word has been spelled correctly, say to students, “If that is zap,
show me zip.”
• Students should rearrange themselves to make the new word.
• Ask students which sound or letter changed in the word zap to get the word
zip. Ask them whether they changed the first, middle, or last sound or letter.
• Continue this process until all of the words in the first chain have been spelled.
• Have students trade cards and proceed to the next chain.
1. zap > zip > sip > sit > sat > sad > had > hand > sand > stand
2. hot > hit > fit > fist > mist > mast > vast > vat > hat > ham
Tricky Word Cards
If you have created a Tricky • Tell students that they will learn three new Tricky Words today. Ask students,
Word wall, you may direct “What does it mean if we say something is a Tricky Word?” (The word does
students’ attention to this
not “play by the rules” and is pronounced differently from what they might
area for review. Remind
students that the yellow expect.)
cards mean they should
proceed with caution when • Remind students that they have learned two Tricky Words so far, a and I.
reading the words.
Tricky Word: No
• Show students the Tricky Word card no and ask how they would pronounce it
by blending. (They might say /n/ /o/.)
• If students use the pronunciation /n/ /o/, use that provided pronunciation in a
sentence, saying, “There were /n/ /o/ dogs at the park.” Ask students if that
sounds correct.
• Explain that this word is actually pronounced /n/ /oe/ as in, “She has no toys.”
• Write the word no on the board. Circle the letter ‘n’ and explain that it is
pronounced /n/, as they would probably expect.
• Underline the letter ‘o’ and explain that it is the tricky part of the word. They
might expect this letter to be pronounced /o/, but it is pronounced /oe/, like
the letter name.
• Tell students that when reading no, they have to remember to pronounce the
letter ‘o’ as /oe/.
• Tell students that when writing no, they have to remember to spell the /oe/
sound with the letter ‘o’.
Tricky Word: So
• Show students the Tricky Word card so ask how they would pronounce it by
blending. (They might say /s/ /o/.)
• Ask students, “If the ‘o’ in no is pronounced /oe/, how do you think we might
pronounce the ‘o’ in this word?”
• Write the word so on the board. Explain that this word is tricky in the same
way as the word no. The ‘o’ is the tricky part of the word and is pronounced
/oe/.
Tricky Word: Of
• Show students the Tricky Word card of on the board and ask how they would
pronounce it by blending. (They might say /o/ /f/ as in off.)
• Explain that this word is actually pronounced /u/ /v/ as in, “He has a bag of
chips.”
• Write the word of on the board. Underline the letter ‘o’ and explain that it is a
tricky part of the word. They would probably expect this letter to be pronounced
/o/, but it is pronounced /u/.
• Underline the letter ‘f’ and explain that it is also a tricky part of the word. They
would probably expect this letter to be pronounced /f/, but it is pronounced /v/.
• Tell students that when reading of, they have to remember to pronounce the
letter ‘o’ as /u/ and the letter ‘f’ as /v/.
• Tell students that when writing of, they have to remember to spell the /u/
sound with the letter ‘o’ and the /v/ sound with the letter ‘f’.
Practice
If students need additional • Practice reading today’s Tricky Words. Write the following sample phrases/
help with Tricky Words, you sentences on the board, and have students read them aloud.
may use the exercises in
the Pausing Point and the
activities in the Assessment 1. a can of ham 4. just so
and Remediation Guide. 2. I am so mad. 5. a can of jam
3. no nap 6. no dogs
Practicing Reading 10 minutes

Phrases
• Remind students that words can be combined to make phrases.
phrase.
• Write “fat pig” on the board and point out the space between the two words.
• Invite a student to read the phrase.
• Repeat with the remaining phrases.
1. fat pig 4. dog and cat

2. so hot 5. sat on it
3. no hats 6. pig in a pit
The words with asterisks • Newly decodable words:
are on the Dolch and/or Fry
Word List. 1. had* 6. sit* 11. mist 16. stand
2. hand* 7. stop* 12. past 17. vast
3. him* 8. gas 13. sat 18. vats
4. hot* 9. ham 14. soft 19. zip
5. its* 10. hit 15. stamp 20. zap
• Chains:
1. sip > hip > hop > hog > fog > fig > fin > fit > sit > sat
2. sad > sand > hand > had > hat > hot > hit > pit > spit > spin
3. hip > sip > zip > zips > zaps > zap > tap > tat > pat > pot
• Phrases/Sentences:
1. soft spot 8. fog and mist

2. hint at it 9. sit on cot
3. stop it 10. not a fan
4. zip it 11. no nap
5. sip it 12. sad man
6. so sad 13. cost of a stamp
7. dad had a gift 14. spot on mat
1. “Hiccups”
2. “Six Señoritas”
3. “Zany Zebra Zack”
Code Knowledge
decodable.
decodable.
English.
• The sound /s/ is the 7th most common sound in English.
• The sound /s/ is spelled ‘s’ approximately 75 percent of the time.
• The sound /z/ is the 11th most common sound in English.
• The sound /z/ is spelled ‘z’ approximately 7 percent of the time.
• The sound /h/ is the 26th most common sound in English.
• The sound /h/ is spelled ‘h’ approximately 98 percent of the time.
• No is one of the 60 most common words in most samples of written
English. In a typical passage of 1,000 words, no occurs 1 to 3 times.
• So is one of the 60 most common words in most samples of written
English. In a typical passage of 1,000 words, so occurs 1 to 5 times.
• Of is one of the 10 most common words in most samples of written
English. In a typical passage of 1,000 words, of occurs 10 to 33 times.
Assessment
Importance of Assessments
The focus of Lessons 6 through 10 is to gauge students’ reading abilities
through a number of assessments. Taking time to assess students is
crucial in ensuring their success as readers. The assessments help you
determine which students have the knowledge and skills needed to profit
from Grade 1 Skills and which students need to be regrouped to an earlier
point in the Skills program. The assessments can also help you determine
which students in your class are ready to read trade books independently.
Warm-Ups are left out this week in order to maximize the amount of time you
have to assess students. Details about how to interpret students’ scores for
placement are provided in the Placement section of this Teacher Guide.
Core Knowledge Language Arts Kindergarten Experience

To accurately place students in reading groups, it is helpful to have a basic
overview of the CKLA Kindergarten program. Students who did well in CKLA
Kindergarten should be ready for the Grade 1 sequence of skills instruction.
In general, students who mastered CKLA Kindergarten learned:
• One-to-one letter-sound correspondences: CVC words with short vowel
sounds, like cat, dog, and bed
• Consonant clusters: CCVC words like flag, CVCC words like dust, CCVCC
words like blast
• Consonant sounds written with digraph spellings: ‘sh’, ‘ch’, ‘th’, ‘ng’
• Tricky Words, such as the and I
• Double-letter spellings like ‘ss’, ‘ff’, ‘ck’
• In the last unit of Kindergarten, students learned the basic code spelling for
the long vowel sounds: /ee/ spelled ‘ee’, ‘ae’ spelled ‘a_e’, /oe/ spelled ‘o_e’,
/ie/ spelled ‘i_e’, and /ue/ spelled ‘u_e’.
Note: Not all students who participated in the CKLA Kindergarten
sequence will have completed the last unit, but they may still be
prepared for Grade 1 materials. In general, students who mastered CKLA
Kindergarten material from:
• Units 1–8 should have adequate preparation for the Grade 1 sequence of
skills instruction.
• Units 9–10 should have good to outstanding preparation.
50 Unit 1 | Assessment
Kindergarten Grade 1
Units 1–2: Purely oral phonemic awareness
Units 3–5: One-to-one letter-sound
correspondences; CVC words with
“short” vowel sounds like cat, dog, bed
Unit 6: Consonant clusters, CCVC words like
flag, CVCC words like dust, CCVCC
words like blast
Unit 7: Consonant sounds written with digraph
spellings, e.g., ‘sh’, ‘ch’, ‘th’, ‘ng’
Units 8–9: Tricky Words; double-letter spellings like Unit 1: Review of CVC, CCVC, CVCC, and
‘ss’, ‘ff’, ‘ck’ CCVCC words
Unit 10: Basic code spellings for “long” vowel Unit 2: Basic code spellings for “long” vowel
sounds (/ee/ spelled ‘ee’, /ae/ spelled sounds (/ee/ spelled ‘ee’, /ae/ spelled
‘a_e’, /oe/ spelled ‘o_e’, /ie/ spelled ‘i_e’, ‘a_e’, /oe/ spelled ‘oe’, /ie/ spelled ‘i_e’,
and /ue/ spelled ‘u_e’); Tricky Words and /ue/ spelled ‘u_e’); Tricky Words
Unit 3: Basic code spellings for the vowel sounds
/oo/, /oo/, /ou/, /oi/, and /aw/
Unit 4: Basic code spellings for r-controlled vowel
sounds (/er/, /ar/, /or/); past-tense endings;
two-syllable words
Unit 5: Common spelling alternatives for
consonant sounds, e.g., ‘tch’ for /ch/, ‘g’
and ‘ge’ for /j/, ‘wr’ for /r/, ‘ve’ for /v/
Unit 6: Common spelling alternatives for
consonant sounds, e.g., ‘c’, ‘ce’, and ‘se’
for /s/, ‘kn’ for /n/, ‘wh’ for /w/, ‘n’ for /ng/
Unit 7: Spelling alternatives for “long” vowel
sounds, e.g., ‘ai’ and ‘ay’ for /ae/, ‘oa’ for
/ oe/
Unit 1 | Assessment 51
Order of Assessments
All students will take the Word Recognition Test. The next test they take will
be determined by their score on the Word Recognition Test. Below is a chart
that will guide you in determining the assessments to give students.
Test Name If the Score is . . . Then the Next Test Will Be . . .

18 or higher (exclude Story Reading: “Gwen’s Hens”
Word Recognition Test lines 21–25)
(Group)
17 or lower Pseudoword Reading Test
4 or higher No further assessments
Story Reading: 3 or lower Work one-on-one and listen to student read the
“Gwen’s Hens” story aloud, marking errors along the way. Orally ask
(Group) questions. If student still misses three questions or
struggled to read story, administer the Pseudoword
Reading Test.
Pseudoword Reading Test 27 or higher Story Reading: “Gwen’s Hens”
(1–1) 26 or lower Code Knowledge Diagnostic Test
Code Knowledge 23 or higher No further assessments
Diagnostic Test
22 or lower Letter Name Test (optional)
(1–1)
Letter Name Test (Optional) No further No further assessments
(Group or 1–1) assessments
A flow chart has been provided on the pages that follow to help you visualize
the order of assessments. In addition, a student scoring sheet is provided to
record students’ scores.
Managing the Administration of the Assessments

Both the Word Recognition and Story Reading Tests are administered as group
assessments. The Pseudoword Reading Test and Code Knowledge Diagnostic
Test are administered individually. The Letter Name Test can be administered
individually or as a group.
We have created worksheets for students to complete independently while
others are being assessed. They are intentionally created to be easy for
students to complete without direct teacher guidance. You can also incorporate
other independent activities that are routine in your classroom, such as looking
at trade books, working at a listening station, or writing in journals.
The important thing is for students to be engaged in activities that will allow
you to maintain a calm atmosphere conducive to assessment. Decide on the
procedure you will implement for providing and explaining to students the
worksheets and other independent activities so things can run smoothly during
this time.
In Lesson 6, the Word Recognition Test is administered to the entire class
at the same time. Worksheets are provided for independent work during
the remainder of the class period. In Lesson 7, the Story Reading Test is
52 Unit 1 | Assessment
administered as a group test, but only to those students who scored 18 or
higher on the Word Recognition Test. Students who are not eligible for the
Story Reading Test should work independently on the worksheets provided,
as the teacher then calls each student individually to complete the indicated
one-on-one assessment during Lesson 7 and the remainder of the week.
Scoring and Placement

At the end of each lesson, there is information in the Scoring section about
how to evaluate students’ tests. The Scoring section also tells you which
students will take the next tests. After Lesson 10, information is provided in
the Placement section that will guide how to place students in appropriate
reading groups.
If the placement tests indicate that a student is not ready for Grade 1, it
is imperative that the student be regrouped to get Skills instruction that
matches his or her reading ability.
Unit 1 | Assessment 53
54
Flow Chart for Order of Assessment Administration if Students Score 18 or Higher on Word Recognition
If they score 18 or higher on the Word Recognition Test ...
They take
“Gwen’s Hens“
Unit 1 | Assessment
If they score 4 or higher... If they score 3 or less...
Stop They read “Gwen’s Hens“ All students take Word Recognition Test.
one-on-one to the teacher. See the following flow charts for how to
Teacher reads questions to proceed with assessments based on
student. students’ scores
If they score 4 or more... If they score 3 or less or

struggle with fluency...
Stop
They take the
Pseudoword
Reading Test.
Stop They take the

Code Knowledge
Diagnostic Test.
If they score 23 or higher... If they score 22 or lower...
Stop They take the

Letter Name Test.
(optional)
Please Note: Cut off scores on this page are used only to determine which tests to administer when. They are not used in interpreting
 Assessment Scores.
Flow Chart for Order of Assessment Administration if Students Score 17 or Lower on Word Recognition
If they score 17 or lower on the Word Recognition Test
They take the

Pseudoword
Reading Test.
They take They take the

“Gwen’s Hens“ Code Knowledge
Diagnostic Test.
If they score 4 or higher... If they score 3 or less... If they score 23 or higher... If they score 22 or lower...
They read “Gwen’s Hens“

Stop Stop They take the
one-on-one to the teacher.
Letter Name Test.
Teacher reads questions to
(optional)
student.
If they score 4 or higher... If they still score 3 or less or

struggle with fluency...
Stop
They take the

Code Knowledge
Diagnostic Test.
If they score 23 or higher... If they score 22 or lower...
Stop They take the

Letter Name Test.
(optional)
Please Note: Cut off scores on this page are used only to determine which tests to administer when. They are not used in interpreting

Unit 1 | Assessment
Assessment Scores.

55
56
Placement Planning Sheet of Students’ Unit 1 Scores
Student’s Name Word RecogniƟon Story Reading: Pseudoword Code LeƩer Group
“Gwen’s Hens“ Reading Knowledge Name
Unit 1 | Assessment
Lesson 6 Assessment
 Objectives
 Assess students’ reading abilities

Word Recognition Test and Will Vary;
Assessment Scoring
Worksheet 6.1
20–30
CKLA Kindergarten Stories and Will Vary;
Independent Work other activities
Worksheets 6.2–6.5
20–30
Advance Preparation
Copy the Placement Planning Sheet on the previous page.
Please note that today’s assessment consists of two worksheets; one
worksheet has the words for students to circle, while the other is a sheet to
record students’ scores. Depending on your classroom routine, you may want
to staple these worksheets together before the assessment or right at the
beginning of the lesson.
Note to Teacher
Today’s assessment is the Word Recognition Test, and it will be administered
to your entire class. It is designed to provide you with a quick overview of
students’ ability to recognize words that contain spellings taught in the CKLA
Kindergarten program. Depending on your class, this may take around 20
minutes.
Following the group administration of the Word Recognition Test, allow students
to spend the remainder of the class reading the worksheet stories from the
Kindergarten level of CKLA. We have provided two stories from CKLA
Kindergarten for students to read post-assessment; you may choose to have
students read this with partners, or you may have them read in small groups.
Feel free to add other independent activites for students, including trade
books, journals, or other activities that can be completed independently.
This will permit you to use class time to score the Word Recognition Test, while
students work independently.
You should aim to score students’ tests as soon as possible in order to
determine which assessment each student will take tomorrow. You may
record students’ scores on the recording sheet found on the previous page.
Assessment
Word Recognition Test
• Tell students that for this activity, they have to listen very carefully to you. For each
number, you will say one word. They must find that word in that row and circle it.
• Say to students, “Find the first row of words. Listen carefully to this word:
mat. I will say the word again: mat. Now find the word that you heard and
Worksheet 6.1 circle it.” You may repeat the word up to three times.
• Proceed with the rest of the words listed below, repeating the word at least
twice for each item.
Word Recognition Assessment

1. mat 10. flap 19. buzz
2. zip 11. miss 20. ebb
3. gut 12. king 21. the
4. vet 13. wicks 22. are
5. rot 14. chips 23. one
6. fox 15. shin 24. said
7. spit 16. thin 25. no
8. drip 17. chill
9. crabs 18. quest
• Collect the worksheets.
Independent Work
• Group students into pairs, instructing them to take turns partner reading
aloud Worksheets 6.2–6.5, which are stories from one of the Kindergarten
readers they read last year. More fluent readers may read the stories from
Seth (6.2 and 6.3), while students needing simpler text may read stories from
Kit (6.4 and 6.5).
Scoring Word Recognition Assessment
• Score items 1–20. Take note of specific errors.
Note: Items 21–25 are Tricky Words, and they should not be counted
as part of the student’s score.
• Students who scored 18 out of 20 (90%) or above have strong word
recognition skills and are making good progress. They will next take the Story
Reading Test, “Gwen’s Hens.”
• Students who scored 17 or less should be assessed one-on-one. They will
first receive the Pseudoword Reading Test.
• Record separately errors for ANY Tricky Words. If time permits, ask
students who missed 3 or more in Items 21–25 to read all of these
words aloud to you one-on-one. Make note of any Tricky Words that are
misread.
Lesson 7 Assessment
 Objectives

One-on-One Assessments; Story Will Vary;
Assessment Reading: “Gwen’s Hens”
20–30
20–30
Students’ Scores for Unit 1
Scoring Scoring Assessment Week, Teacher
Guide before Lesson 6
Note to Teacher
Students who received a score of 18 or more on the Word Recognition Test
will read and answer questions about the story “Gwen’s Hens.” Tell the group
of students taking the Story Reading Assessment to begin independent work
using Worksheets 7.6–7.8 once they have completed the Story Reading Test.
You will work one-on-one to further assess students who received a
score of 17 or less on the Word Recognition Test. You will start with the
Pseudoword Reading Test. With the Pseudoword Test, students can only
read the words if they know the sound-spelling correspondences and how
to blend them together. The following is the chart shared earlier on the
progression of the one-on-one assessments.
18 or higher Story Reading: “Gwen’s Hens”
Word Recognition Test (exclude lines 21–25)
(Group)
Story Reading: 3 or lower Work one-on-one and listen to student read
“Gwen’s Hens” the story aloud, marking errors along the way.
(Group) Orally ask questions. If student still misses
three questions or struggled to read story,
administer the Pseudoword Reading Test.
Code Knowledge 23 or higher No further assessments
Diagnostic Test 22 or lower Letter Name Test (optional)
(1–1)
Letter Name Test (Optional) No further assessments No further assessments
(Group or 1–1)
Students not working on an assessment can read the stories on Worksheets

7.6–7.10 and complete the activities provided in the workbooks. Feel free
to provide additional or other independent activities for students, including
looking at trade books, writing in journals, or doing other activities that can
be completed with little or no teacher assistance.
 Story Reading: “Gwen’s Hens”

• Help students tear out Worksheet 7.1. Explain that they will read the story
and answer questions on Worksheet 7.2.
• Encourage students to look back to the story if they need help answering the
questions.
• Tell students that when they finish reading the story and answering the
Worksheets 7.1, 7.2 questions, they should read the stories on Worksheets 7.6 and 7.7. They can
draw a picture and write a sentence about the story they have read. They
may also complete Worksheet 7.8.
Scoring Story Reading: “Gwen’s Hens”

• If students have a score of 3 or less, work with them one-on-one during the
next lesson as time permits. Students will read the story aloud to you and
answer the questions you ask orally.
• If students have a score of 4 or more, they are done with the assessments.
Pseudoword Reading Test
Please use your judgment as to how many of the assessments can be
administered to a student at a time. If a student grows quickly frustrated,
you may wish to break the assessments up over the next few days. If a
student seems pleased to be working one-on-one and shows no signs of
frustration, you may continue with the assessments as needed. Remember
that taking the time this week to thoroughly assess students is crucial in
determining where they should be placed in the CKLA sequence.
• Turn to the end of this lesson to find the Pseudoword Reading Test. You will
place this copy in front of the student to read.
• Ask the student to bring their Workbook and sit with you in a quiet spot in
your classroom.
• Find Worksheet 7.3 for the Pseudoword Scoring Sheet. You will use this to
Worksheet 7.3 record the student’s score and make note of errors.
• Tell the student that she will read some silly words (or nonsense words). Make
sure the student understands that these are not real words, but they can be
read just like real words by blending sounds.
• Place the Pseudoword Reading Test in the Teacher Guide in front of the
student. Ask the student to read the words on lines 1 through 6.
• As the student reads, circle the words that are read incorrectly on Worksheet
7.3. Note the type of error; for example, if the student read rab as rad, you
would underline the ‘b’ and write a ‘d’ above it.
Note: Asking students to read pseudowords is the purest test of a
student’s code knowledge in segmenting and blending words because
students can neither rely on having encountered the word previously nor
guessing on the basis of meaning. Occasionally some students may be
confused by the concept of silly or nonsense and may perform poorly for
that reason. If you suspect that this may be the case with a given student,
you may choose instead to ask the student to read aloud 30 comparable
words from lines 1–20 of the Word Recognition Test.
Scoring Pseudoword Reading Test
• Students who scored 27 or more should take the Story Reading Test:
“Gwen’s Hens.”
• Students who scored 26 or less should be given the Code Knowledge
Diagnostic Test at some point this week.
 Code Knowledge Diagnostic Test

• Turn to the end of this lesson to find the Code Knowledge Diagnostic Test.
You will place this copy in front of the student to read.
your classroom.
• Tear out the student’s Worksheet 7.4 for the Code Knowledge Diagnostic Test
Worksheet 7.4 Scoring Sheet. You will use this to record the student’s score and make note
of errors.
• Point to the first spelling unit (or letter) in the Teacher Guide and ask the
student, “What sound would you say if you saw this in a word?”
• If the student replies with a letter name, say, “That’s the letter name. What
sound does this stand for?” If the student continues to offer the letter name,
transcribe the response and mark the item incorrect.
• Repeat with the remaining items.
• As the student says the sound, use the record sheet to record all spellings
for which the student is unable to give a correct pronunciation. Note the
exact nature of each error. For example, note if the student gets ‘b’ and ‘d’
confused.
Note: Some of the spellings shown can stand for more than one sound: ‘th’
stands for /th/ as in thin and /th/ as in them; the spelling ‘s’ stands for /s/
as in sun and /z/ as in dogs. For ‘th’ you can accept either /th/ or /th/, but
expect ‘s’ for /s/.
Scoring Code Knowledge Diagnostic Test
• Students scoring 23 or higher need no further assessments.
• Students scoring 22 or lower can take the Letter Name Test, if time permits.
 Letter Name Test

• Look at the box below for the Letter Name Test. It contains the letters you will
read to the student.
your classroom.
• Find Worksheet 7.5 for the Letter Name Test Sheet.
Worksheet 7.5
• Explain that you will say the names of a series of letters and you would like
the student to circle the letters you name.
• Read item one, both the line number and the letter name: “Number 1—‘e’.”
• Have the student circle the letter that you say on the corresponding
worksheet line. You may repeat the letter name up to three times.
• Repeat these steps for items 2 through 10.
Letter Name Test

1. e 6. b
2. y 7. x
3. o 8. m
4. h 9. u
5. k 10. g
Note: The Letter Name Test can also be administered to several students at
a time, so long as students are not able to see one another’s papers.
Scoring Letter Name Test

• As there are no further assessments, cut-off scores are not necessary.
Independent Work
• Allow more fluent readers to read the Kindergarten stories from Seth
(Worksheets 7.6 and 7.7), while students needing simpler text may read
stories from Kit (Worksheets 7.9 and 7.10). Students may enjoy working in
pairs to read and draw pictures of the phrases on Worksheet 7.8.
1. wug rab sep zat het
2. kem jid pog lum yod
3. lin fod cax ved mip
4. nist brin clup stent glosp
5. thock shup chim quib ling
6. muzz vell tass beff dagg

Code Knowledge Diagnostic Test
1. m s f v z
2. r l n e u
3. I o a t y
4. d g h j k
5. b p c w x
6. sh ch th ng qu
7. ff ss ll gg ck
Lessons 8–10 Assessment
 Objectives

One-on-One Assessments; Story Will Vary;
Assessment Reading: “Gwen’s Hens”
20–30
30–40
Placement Planning Sheet,
Placement Scoring
Teacher Guide before Lesson 6
Note to Teacher
For the next three lessons, you will continue to work one-on-one to further
assess students. You will continue assessing students who received 17 or
lower (90%) on the Word Recognition Test. You will also have students who
scored 3 or less on the Story Reading Test: “Gwen’s Hens” read the story to
you and orally answer the comprehension questions you read aloud.
For each day, there are two stories and one activity worksheet for students to
complete independently. Students may also read trade books, journal write,
or complete any other quiet activity you have prepared for them.
The following is the chart shared earlier on the progression of the one-on-one
assessments.
Unit 1 | Lessons 8–10 67

18 or higher (exclude lines Story Reading: “Gwen’s Hens”
Word Recognition Test 21–25)
(Group)
3 or lower Work one-on-one and listen to student
Story Reading: “Gwen’s Hens” read the story aloud, marking errors along
(Group) the way. Orally ask questions. If student
still misses three questions or struggled
to read story, administer the Pseudoword
Reading Test.
Code Knowledge Diagnostic Test 23 or higher No further assessments
(1–1) 22 or lower Letter Name Test (optional)
Letter Name Test (Optional) No further assessments No further assessments
(Group or 1–1)
Students not working on an assessment can read the stories and complete
the activities provided in their Workbooks. Feel free to provide additional or
other independent activities for students, including looking at trade books,
writing in journals, or doing other activities that can be completed with little
or no teacher assistance.
 Story Reading: “Gwen’s Hens”

• Have students tear out Worksheet 7.1. Explain that they will read the story
and answer questions on Worksheet 7.2.
• Encourage students to look back to the story if they need help answering the
questions.
• Tell students that when they finish reading the story and answering the
Worksheets 7.1, questions, they should read the stories on Worksheets 7.6 and 7.7. They can
7.2, 7.6–7.8 draw a picture and write a sentence about the story they have read. They
may also complete Worksheet 7.8.
Scoring Story Reading: “Gwen’s Hens”

• If students have a score of 3 or less, work with them one-on-one during the
next lesson as time permits. Students will read the story aloud to you and
answer the questions you ask orally.
• If students have a score of 4 or more, they are done with the assessments.
68 Unit 1 | Lessons 8–10

Please use your judgment as to how many of the assessments can be
administered to a student at a time. If a student grows quickly frustrated,
you may wish to break the assessments up over the next few days. If a
student seems pleased to be working one-on-one and shows no signs of
frustration, you may continue with the assessments as needed. Remember
that taking the time this week to thoroughly assess students is crucial in
determining where they should be placed in the CKLA sequence.
• Turn to the end of Lesson 7 to find the Pseudoword Reading Test. You will
place this copy in front of the student to read.
your classroom.
• Find Worksheet 7.3 for the Pseudoword Scoring Sheet. You will use this to
Worksheet 7.3 record the student’s score and make note of errors.
• Tell the student that she will read some silly words (or nonsense words). Make
sure the student understands that these are not real words, but they can be
read just like real words by blending sounds.
• Place the Pseudoword Reading Test in the Teacher Guide in front of the
student. Ask the student to read the words on lines 1 through 6.
• As the student reads, circle the words that are read incorrectly on Worksheet
7.3. Note the type of error; for example, if the students read rab as rad, you
would underline the ‘b’ and write a ‘d’ above it.
Note: Asking students to read pseudowords is the purest test of a
student’s code knowledge in segmenting and blending words because
students can neither rely on having encountered the word previously nor
guessing on the basis of meaning. Occasionally some students may be
confused by the concept of silly or nonsense and may perform poorly for
that reason. If you suspect that this may be the case with a given student,
you may choose instead to ask the student to read aloud 30 comparable
words from lines 1–20 of the Word Recognition Test.
Scoring Pseudoword Reading Test

• Students who scored 27 or more should take the Story Reading Test:
“Gwen’s Hens.”
• Students who scored 26 or less should be given the Code Knowledge
Diagnostic Test at some point this week.

Code Knowledge Diagnostic Test
• Turn to the end of Lesson 7 to find the Code Knowledge Diagnostic Test. You
will place this copy in front of the student to read.
your classroom.
• Tear out the student’s Worksheet 7.4 for the Code Knowledge Diagnostic Test
Worksheet 7.4 Scoring Sheet. You will use this to record the student’s score and make note
of errors.
• Point to the first spelling unit (or letter) in the Teacher Guide and ask the
student, “What sound would you say if you saw this in a word?”
• If the student replies with a letter name, say, “That’s the letter name. What
sound does this stand for?” If the student continues to offer the letter name,
transcribe the response and mark the item incorrect.
• Repeat with the remaining items.
• As the student says the sound, use the record sheet to record all spellings
for which the student is unable to give a correct pronunciation. Note the
exact nature of each error. For example, note if the student gets ‘b’ and ‘d’
confused.
Note: Some of the spellings shown can stand for more than one sound: ‘th’
stands for /th/ as in thin and /th/ as in them; the spelling ‘s’ stands for /s/
as in sun and /z/ as in dogs. For ‘th’ you can accept either /th/ or /th/, but
expect ‘s’ for /s/.
Scoring Code Knowledge Diagnostic Test

• Students scoring 23 or higher need no further assessments.
• Students scoring 22 or lower can take the Letter Name Test, if time permits.
 Letter Name Test

• Look at the box that follows for the Letter Name Test. It contains the letters
you will read to the student.
your classroom.
• Find Worksheet 7.5 for the Letter Name Test Sheet.
Worksheet 7.5 • Explain that you will say the names of a series of letters and you would like
the student to circle the letters you name.
• Read item one, both the line number and the letter name: “Number 1—‘e’.”
• Have the student circle the letter that you say on the corresponding
worksheet line. You may repeat the letter name up to three times.

• Repeat these steps for items 2 through 10.
Letter Name Test

1. e 6. b
2. y 7. x
3. o 8. m
4. h 9. u
5. k 10. g
Note: The Letter Name Test can also be administered to several students at
a time, so long as students are not able to see one another’s papers.
Scoring Letter Name Test

• As there are no further assessments, cut-off scores are not necessary.
Independent Work
• Use the following worksheets as needed during Lessons 8–10 so that you
have sufficient time to complete all remaining assessments:
• Stories for fluent readers: Worksheets 8.1, 8.2, 9.1, 9.2, 10.1, 10.2
• Stories for students needing simpler text: Worksheets 8.4, 8.5, 9.4, 9.5,
10.3, 10.4
• Reading and drawing: Worksheets 8.3, 9.3
• Make a Word Worksheet 10.5
• You can also incorporate other independent activities, such as looking at
trade books, working at a listening station, or writing in journals.

Placement
Moving forward with Unit 1 Lessons
We recognize that it will likely take some time for teachers to fully score,
record, and analyze assessment data for all students. We have deliberately
planned Unit 1 as a review of Kindergarten skills so that no new Grade 1
skills are introduced. Following Lesson 10, which marks the end of the initial
assessment period, teachers should continue Unit 1 instruction, carrying on
with Lesson 11.
We provide guidance below for a thorough analysis of the assessment data;
you should complete this analysis for each student well before the end
of Unit 1 instruction. This analysis will then inform decisions as to whether
students are ready to continue with Grade 1, Unit 2 instruction or whether
other instruction is needed to ensure mastery of skills taught in CKLA at the
Kindergarten level. Students may lack these skills for a variety of reasons,
including being new to CKLA, perhaps having used different approaches and/
or instructional materials in Kindergarten, difficulty in thoroughly mastering
these skills in spite of having participated in Kindergarten CKLA instruction,
and so on. Whatever the reason, it is important to identify code knowledge
gaps now and address them rather than simply pushing students ahead
through the CKLA Grade 1 materials.
Multi-Level Analysis of Assessments

You will want to conduct an analysis of each student’s performance on the
various assessments using different filters or lenses. We recommend that
you look first at each student’s overall performance on these assessments
for guidance as to whether a given student has the prerequisite skills needed
to profit from Grade 1 instruction with standard pacing. As noted above,
Unit 1 of Grade 1 CKLA provides a review of all of the short vowel letter-
sound correspondences as well as the various consonant letter-sound
correspondences taught in Units 1–9 of Kindergarten. All students, including
those who performed well in Kindergarten, will benefit from this review.
However, as is evident by the fact that 9 units of instruction that spanned
nearly a year in Kindergarten are reviewed in a single unit in Grade 1, the
review is fast-paced. Students with low overall scores and performance on
the assessments will profit from additional teaching of Kindergarten skills.

Interpreting Student Skills Scores for Skills Placement
Once you have administered and scored all assessments, enter students’
scores on the Placement Planning Sheet of Students’ Unit 1 Scores (located
at the end of Lesson 5) Consideration of these scores is critical in determining
what Skills instruction students need and how to group students to facilitate
the best delivery of this instruction.
Use the Placement and Grouping Chart from the Assessment section to
complete the final Placement column for each student on the Placement
Planning Sheet of Students’ Unit 1 Scores.
We highly recommend that all Grade 1 teachers meet as a grade level
team to examine students’ scores across the entire grade level, rather than
having each teacher examine only the scores of students in his or her own
classroom. Homogeneous grouping for Skills instruction is the most efficient
and effective way to differentiate instruction and meet students’ needs when
teaching phonics skills. Once the grade level team has examined the scores
of all students on these assessments, you may find that it makes sense
to regroup some students on the basis of their specific decoding skills for
purposes of Skills instruction only.
Note: The Skills assessments and placement recommendations should
be used only in grouping students for instruction during the Skills Strand.
These tests should not be used for regrouping students during the
Listening & Learning Strand. In fact, all students should participate in
grade level Listening & Learning instruction, regardless of their decoding
skills. Limited decoding skills will not prevent a student from learning
from the read-alouds, discussions, and activities that are part of Listening
& Learning. It is critical that all students continue to build their oral
vocabulary and content knowledge, irrespective of their decoding skills.
In fact, the focus on oral language in the Listening & Learning Strand may
provide struggling decoders with an opportunity to shine.

Interpreting Assessment Scores
Note: The scores on this page should not be confused with the scores provided for administration of
assessments on pages 54-55. Each of the scores in this chart represents a degree of mastery (or lack
thereof) on each subtest. Group placements are derived by considering each student’s degree of mastery
on the combined assessments administered.
If a student scores … s/he should start instruction after Unit 1 with Group
18 or more on Word CKLA Grade 1 Unit 2 1
Recognition and 4 or more This student has OUTSTANDING preparation for Grade
on “Gwen’s Hens” 1 Skills.
Recognition and 3 or This student has STRONG preparation for Grade 1
less on “Gwen’s Hens” Skills, with good decoding of individual words. Additional
and 27 or more on the practice reading continuous text fluently is indicated;
Pseudoword Test encourage rereading of Unit 2 reader stories.
Recognition and 3 or This student has ADEQUATE preparation for Grade 1
less on “Gwen’s Hens” Skills. Provide targeted small group remediation in the
and 21 or more on the specific letter-sound correspondences misread on the
Pseudoword Test and Pseudoword Test, using selected materials from the Unit 1
28 or more on the Code Assessment and Remediation Guide. Monitor progress in
Knowledge Test Unit 2.
Recognition and 3 or less This student has ADEQUATE preparation for Grade 1
on “Gwen’s Hens” and 20 Skills. Provide targeted small group remediation in the
or less on the Pseudoword specific letter-sound correspondences misread on the
Test and 28 or more on the Pseudoword Test, as well as blending, using selected
Code Knowledge Test materials from the Unit 1 Assessment and Remediation
Guide. Monitor progress in Unit 2.
18 or more on Word This student has QUESTIONABLE preparation for Grade 3
Recognition and 3 or less 1 Skills. The strong Word Recognition score may reveal
on “Gwen’s Hens” and 20 a tendency to memorize words, rather than apply code
or less on the Pseudoword knowledge. While this student could start CKLA Grade 1
Test and 27 or less on the Unit 2, s/he would benefit from a comprehensive review first
Code Knowledge Test of all material from the Unit 1 Assessment and Remediation
Guide before starting CKLA Grade 1 Unit 2. If CKLA
Kindergarten materials are available, another option may
be to use Kindergarten Units 6–8 materials before starting
CKLA Grade 1 Unit 2.

17 or less on Word CKLA Grade 1 Unit 2 2
more on the Pseudoword Skills. Provide targeted small group remediation in the
Test and 4 or more on specific letter-sound correspondences misread on the
“Gwen’s Hens” Pseudoword Test, using selected materials from the Unit 1
Assessment and Remediation Guide. Monitor progress in
Unit 2.
17 or less on Word CKLA Grade 1 Unit 2 2
more on the Pseudoword Skills. Provide targeted small group remediation in the
Test and 3 or less on specific letter-sound correspondences misread on the
“Gwen’s Hens” and 28 Pseudoword Test, using selected materials from the Unit 1
or more on the Code Assessment and Remediation Guide. Monitor progress in
Knowledge Test Unit 2.
17 or less on Word This student has QUESTIONABLE preparation for Grade 3
Recognition and 20 or less 1 Skills. S/he needs a comprehensive review first of all
on the Pseudoword Test material from the Unit 1 Assessment and Remediation
and 3 or less on “Gwen’s Guide before starting CKLA Grade 1 Unit 2. If CKLA
Hens” and 27 or less on Kindergarten materials are available, another option may
the Code Knowledge Test be to use Kindergarten Units 6–8 materials before starting
CKLA Grade 1 Unit 2.
Note: Scores on the Code Knowledge Diagnostic Test need to be interpreted

with care. If a student makes errors in indicating the correct short vowel
sounds for three or more of the letters representing the short vowel sounds,
i.e., ‘a’, ‘e’, ‘i’, ‘o’ or ‘u’, s/he may require intensive remediation, regardless
of the overall Code Knowledge Diagnostic Test score. Even if the description
for such a student indicates adequate preparation for Grade 1 Unit 2 based
on the overall score, it may be wiser to view this student’s preparation as
questionable and first start with a comprehensive review of all material from
the Unit 1 Assessment and Remediation Guide. Strong mastery of the short
vowel letter-sound correspondences is a prerequisite before starting Grade 1
Unit 2.

Placement and Grouping Guidelines
Grade 1 teachers should meet as a team after they have completed the
Placement Planning Sheet and have assigned a group number to each
student in their class. Using the group numbers, begin sorting students
from all classrooms on the basis of their group number, using the following
approximate guidelines:
If there is only one classroom …the teacher should start all students with CKLA Grade 1 Unit 2,
teacher per grade level… providing individualized remediation in small groups using Pausing
Point activities and/or the Assessment and Remediation Guide as
needed
If there are two classroom …one teacher provides Skills instruction to all Group 1 and 2
teachers per grade level… students, starting with CKLA Grade 1 Unit 2, while the other teacher
provides Skills instruction to all Group 3 students, starting with Unit 1
of the Assessment and Remediation Guide
If there are three classroom …one teacher provides Skills instruction to all Group 1 students,
teachers per grade level… starting with CKLA Grade 1 Unit 2, another teacher provides Skills
instruction to all Group 2 students, starting with CKLA Grade 1 Unit
2, and the other teacher provides Skills instruction to all Group 3
students, starting with Unit 1 of the Assessment and Remediation
Guide
If there are four classroom …one teacher provides Skills instruction to all Group 1 students,
teachers per grade level… starting with CKLA Grade 1 Unit 2, another teacher provides Skills
instruction to the higher level Group 2 students, starting with CKLA
Grade 1 Unit 2, another teacher provides Skills instruction to the
lower level Group 2 students, starting with CKLA Grade 1 Unit 2
and intermittent use of Pausing Point activities throughout the unit
for reinforcement, and the other teacher provides Skills instruction
to all Group 3 students starting with Unit 1 of the Assessment and
Remediation Guide
These grouping guidelines are only a starting point; other variables, such as
the number of students across the grade level in any given group, will also
need to be considered. If there are disproportionately larger numbers of
one or more particular groups of students, these guidelines will need to be
modified to ensure that no one teacher has a disproportionately larger class
size.

Analyzing Assessments for Additional Instructional Information
Once students have been grouped and placed, teachers are encouraged
to conduct a more refined error analysis of student performance on the
various assessments as suggested below in order to better tailor small group
instruction to meet individual students’ needs.
• Word Recognition Test—See error analysis for each student as documented
on the Scoring Sheet for Word Recognition Test, Worksheet 6.1. Provide
specific remediation for the letter-sound correspondences and/or Tricky
Words missed; see Unit 1 Pausing Point activities and/or Unit 1 of the
Assessment and Remediation Guide.
• Pseudoword Reading Test—See error analysis for each student as
documented on the Pseudoword Scoring Sheet, Worksheet 7.3. Provide
specific remediation for the letter-sound correspondences missed; see Unit 1
Pausing Point activities and/or Unit 1 of the Assessment and Remediation
Guide.
• Code Knowledge Diagnostic Test—See errors marked on the Code
Knowledge Diagnostic Test, Worksheet 7.4. Provide specific remediation for
the letter-sound correspondences missed; see Unit 1 Pausing Point activities
and/or Unit 1 of the Assessment and Remediation Guide.
• Letter Name Test—See errors marked on the Letter Name Test, Worksheet
7.5. Provide specific practice in letter naming; see Unit 1 Pausing Point
activities.
Note: While students who do not know some of the letter names certainly
should practice and learn the letter names, lack of knowledge of the letter
names will not substantially interfere with their ability to read text in the
early Grade 1 units.

Lesson 11 Basic Code
 Objectives
 Segment words into phonemes by tapping  Differentiate between the consonants /s/
one finger for each phoneme and then and /z/, and /f/ and /v/, and choose the
blend the phonemes together to form one- correct spelling (RF.1.2d)
syllable words (RF.1.2d)  Spell chains of one-syllable short vowel
 Orally produce words with various vowel words in which one sound is added,
and consonant sounds by blending the substituted, or omitted by playing a group
sounds (RF.1.2b) game using Large Cards (RF.1.3b)
 Isolate and pronounce initial, medial vowel,  Read Tricky Words is and to (RF.1.3g)
words (RF.1.2c)

Consonant Flip Book;
Warm-Up Spelling Cards 10
Flip Book Review
‘ff’ > /f/ (stuff), ‘v’ > /v/ (vet),
‘ss’ > /s/ (dress), ‘zz’ > /z/ (buzz)
Writing the Spellings and Word
pencils; Worksheet 11.1 15
Practice Box
Sister Sounds Worksheet 11.2 15
Large Cards for ‘m’, ‘n’, ‘t’, ‘d’
Chaining Large Card Chaining (2), ‘c’, ‘g’, ‘f’, ‘s’, ‘z’, ‘p’ (2), ‘h’, ‘i’, 10
‘a’, ‘o’
is, to
10
Advance Preparation
Write is and to on yellow index cards.
Note to Teacher
In this lesson you will review two sets of sounds that are very similar and are
sometimes confusing for students: 1. /s/ as in sip and /z/ as in zip; 2. /f/ as in
fan and /v/ as in van. The sounds /s/ and /z/ are made with the same mouth
position; the only difference is that /s/ is unvoiced and /z/ is voiced (buzzy
sounding). The same is true of /f/ and /v/; both sounds are made with the
same mouth position, but /f/ is unvoiced and /v/ is voiced.
Warm-Up 10 minutes
For blending
• Please follow the instructions in Lesson 1.
1. flea (3) /f/ /l/ /ee/ 5. task (4) /t/ /a/ /s/ /k/
2. soap (3) /s/ /oe/ /p/ 6. brag (4) /b/ /r/ /a/ /g/
3. rail (3) /r/ /ae/ /l/ 7. climb (4) /k/ /l/ /ie/ /m/
4. nap (3) /n/ /a/ /p/ 8. stone (4) /s/ /t/ /oe/ /n/
For segmenting
Flip Book Review

• Show students the /f/ Spelling Card with the ‘ff’—stuff side facing students.
Point to the ‘ff’ and remind them that the letters ‘ff’ are used to spell and write
the /f/ sound in English words.
• Point out the power bar below the spelling ‘ff’ and remind students that this bar
indicates how common each spelling is.
• Point to the power bar under ‘ff’ and ask students whether they think ‘ff’ is a
very common spelling or a less common spelling for /f/. (less common)
• Turn to Consonant Flip Book page 9 and point to the sound bubble for /f/
on the page, and then point to the outline for the Spelling Card, placing the ‘ff’
Spelling Card for /f/ on the appropriate place on the page.
• Repeat the steps for the rest of the sound/spelling correspondences, which
can be found on the following pages.
Consonant Flip Book

1. ‘v’ > /v/ (vet) Consonant Flip Book p. 10 (review)
2. ‘ss’ > /s/ (dress) Consonant Flip Book p. 11
3. ‘zz’ > /z/ (buzz) Consonant Flip Book p. 12
Practice 30 minutes
Writing the Spellings and Word Box 15 minutes
• Have students trace and copy the letters.
• Encourage students to say the sounds while writing the letters.
• Have students look at the back of the worksheet.
Worksheet 11.1 • Read the words in the box as a class. Look at and name the pictures on the
page.
Sister Sounds 15 minutes

• Distribute the four pages that comprise Worksheet 11.2.
• Explain to the students that the worksheets show the lowercase letters of the
following sounds: /s/, /z/, /f/, and /v/.
• Explain that the sounds /s/ and /z/ are very similar, so we can call them sister
sounds. The only difference between them is that /z/ is buzzy and makes the
Worksheet 11.2 vocal cords vibrate.
If students need additional • Tell students that you want them to show you the spelling for /s/ when you
practice distinguishing say the /s/ sound and /z/ when you say the /z/ sound.
sounds, you may use the
Pausing Point exercise • Make the /s/ sound, and have students show you the side of the worksheet
“Distinguish Similar with ‘s’ on it. Do the same for the /z/ sound. Practice this several times.
Sounds” and appropriate
activities in the Assessment • Next, tell students that you will be reading three-sound words that begin with
and Remediation Guide.
/s/ or /z/.
• Tell students that you want them to show you the spelling for /s/ when you
say a word that begins with the /s/ sound and the spelling for /z/ when you
say a word that contains the /z/ sound.
• Work through the words below.
• Have students repeat each word to hear and feel the difference in articulation.
Please note that this is • If there is time, repeat this process for the sounds /f/ and /v/.
an oral exercise. As some
of the words are not yet 1. sit (s) 7. zoo (z) 13. fast (f)
decodable, you do not need
to write them on the board. 2. zip (z) 8. sock (s) 14. fetch (f)
3. zoom (z) 9. zone (z) 15. verb (v)
4. sell (s) 10. fit (f) 16. view (v)
5. Zack (z) 11. vet (v) 17. fall (f)
6. sing (s) 12. van (v) 18. fox (f)
Chaining 10 minutes
Large Card Chaining
Additional practice for • Pass out the following Large Cards, reviewing each card’s sound as you pass
chaining can be found in it out: ‘m’, ‘n’, ‘t’, ‘d’ (2), ‘c’, ‘g’, ‘f’, ‘s’, ‘z’, ‘p’ (2), ‘h’, ‘i’, ‘a’, ‘o’.
the Pausing Point.
• Tell students that if they are holding a card with a picture of a sound that is in
the word cap, they should go to the front of the room and stand in the order
that spells cap.
• If necessary, help students get in the correct order.
• Once the students are standing in place, ask a seated student if the word
looks right.
• Once the word has been spelled correctly, say to students, “If that is cap,
show me cat.”
• The students should rearrange themselves to make the new word.
• Ask students which sound or letter changed in the word cap to get the word
cat. Ask them whether they changed the first, middle, or last sound or letter.
1. fit > sit > zit > zip > zap > cap > cat > cot > cop > pop > pad > dad >
did
2. gap > nap > sap > sip > hip > him > hit > hot > pot > pit > sit > fit

Tricky Word Cards
Tricky Word: Is
Some students may know • Show students the Tricky Word card is on the board and ask them how they
that ‘s’ is also a spelling for would pronounce it by blending. (They might say /i/ /s/.)
/z/ as this was taught in
Kindergarten. • Explain that this word is generally pronounced /i/ /z/ as in, “Is this true?”
• Write the Tricky Word is on the board. Circle the letter ‘i’ and explain that this
is pronounced as they would expect, as /i/.
• Underline the letter ‘s’ and explain that this is the tricky part of the word. They
would probably expect this letter to be pronounced /s/, but it is pronounced /z/.
• Tell students that when reading is, they have to remember to pronounce it as
/i/ /z/.
• Tell students that when writing is, they have to remember to spell the sound
/z/ with the letter ‘s’.
Tricky Word: To
• Show students the Tricky Word card to and ask them how they would
pronounce it by blending. (They might say /t/ /o/ as in tah.)
• Explain that this word is actually pronounced /t/ /oo/ as in, “Do you want to
play tag?”
• Write the Tricky Word to on the board. Circle the letter ‘t’ and explain that it is
pronounced /t/ as they would expect.
would probably expect this letter to be pronounced /o/, but it is pronounced /oo/.
• Tell students that when reading to, they have to remember to pronounce the
letter ‘o’ as /oo/.
• Tell students that when writing to, they have to remember to spell the /oo/
Practice
• Show students the yellow index cards with is and to and place them on the
Tricky Word wall.
If students need additional • Practice reading Tricky Words by writing the following phrases on the board.
help with Tricky Words, you
Ask students to read the phrases aloud.
activities in the Assessment 1. It is a cat. 4. It is a bag of chips.
2. Is it hot? 5. Is it fun?
3. Sam went to bed. 6. I went to camp.
Take-Home Material
Spelling Worksheet
• Have students take Worksheet 11.3 home to practice how to spell words with
a family member.
Code Knowledge
decodable.
decodable
• Is is one of the 20 most common words in most samples of written
English. In a typical passage of 1,000 words, is occurs 6 to 16 times.
• To is one of the most 10 common words in most samples of written
English. In a typical passage of 1,000 words, to occurs 34 to 39 times.
 Objectives
 Segment words into phonemes by tapping  Print upper- and lowercase letters ‘b’ and ‘B’,
one finger for each phoneme and then ‘l’ and ‘L’, and ‘r’ and ‘R’ (L.1.1a)
blend the phonemes together to form  Read one-syllable short vowel words
one-syllable words (RF.1.2d) and then write each word under its
 Orally produce words with various vowel corresponding picture (RF.1.3b)
and consonant sounds by blending the  Spell chains of one-syllable short vowel
sounds (RF.1.2b) words in which one sound is added,
 Isolate and pronounce initial, medial vowel, substituted, or omitted (RF.1.3b)
and final sounds in spoken single-syllable  Spell one-syllable words using the
words (RF.1.2c) letter-sound correspondences taught in
Grade 1 (L.1.2d)

Warm-Up Cards for 10
Flip Book Review
‘l’ > /l/ (lip), ‘b’ > /b/ (bat),
‘r’ > /r/ (red)
Small Group Label the Picture pencils; Worksheet 12.2 20
Chaining Spelling
‘a’, ‘o’, ‘n’, ‘t’, ‘d’, ‘g’, ‘s’, ‘p’, ‘b’, 15
‘l’, ‘r’, ‘h’
Advance Preparation
i a o
following letters on a separate white index card: ‘s’, ‘b’, ‘l’, ‘r’, and ‘h’. Using
these cards, set up the pocket chart for the chaining activity as shown in the
n t d s sidebar.
p b l r
g h
Pocket Chart Setup
Warm-Up 10 minutes
For blending • Follow the instructions in Lesson 1.
1. ship (3) /sh/ /i/ /p/ 5. stop (4) /s/ /t/ /o/ /p/
2. back (3) /b/ /a/ /k/ 6. grip (4) /g/ /r/ /i/ /p/
3. cup (3) /k/ /u/ /p/ 7. broom (4) /b/ /r/ /oo/ /m/
4. head (3) /h/ /e/ /d/ 8. trim (4) /t/ /r/ /i/ /m/
For segmenting
Flip Book Review

within view of all students; also have the three Spelling Cards listed in the At
a Glance chart readily available.
• Show students the /b/ Spelling Card with the ‘b’—bat side facing students.
Point to the ‘b’ and ask students to name the letter. Then read the word bat
and remind them that the letter ‘b’ is used to spell and write /b/ in English
words. Remind students that /b/ is a consonant sound; consonant sounds
will always be written in red on the Spelling Cards because when we say
a consonant sound, parts of our mouth touch or are closed, blocking or
“stopping” some of the air.
• Point out the power bar below the spelling ‘b’ and remind students that this
bar indicates how common each spelling is. If the card shows a very common
spelling for a sound—a spelling used in lots and lots of words—there will
be a long power bar on the card, stretching almost across the entire card. If
the card shows a less common spelling for this sound—a spelling used in a
smaller number of words—the card will have a shorter power bar.
• Point to the power bar under the ‘b’ and ask students whether they think the
letter ‘b’ is a very common spelling or a less common spelling for /b/. (very
common)
• Turn to Consonant Flip Book page 2 and point to the sound bubble for /b/
‘b’ Spelling Card for /b/ on the appropriate place on the Flip Book page.
If students ask about the • Repeat these steps with the remaining Spelling Cards for /r/ and /l/, which
other Spelling Card, ‘wr’, can be found on the following pages.
to spell /r/ that they will learn Consonant Flip Book
later in the year. 1. ‘r’ > /r/ (red) Consonant Flip Book p. 18
2. ‘l’ > /l/ (lip) Consonant Flip Book p. 19
• Quickly review by showing today’s cards and having students say the sound

• Remind the class that every letter can be written as an uppercase (or capital
letter) and a lowercase letter.
letter for the sound /b/.
Worksheet 12.1 • Write a lowercase ‘b’ on handwriting guidelines and describe what you are
If students need doing using the numbered instructions below.
additional practice
with writing, • Model writing the letter two or three more times.
you may use the
exercises in the • Have students trace the letter on the desk with a pointed finger.
Pausing Point.
• Have students trace and copy the lowercase ‘b’ on the worksheet.
• Encourage students to say the sound /b/ each time that they write the letter.
• Repeat the same steps for the uppercase ‘B’, pointing out that it looks
different from lowercase ‘b’ and touches the top line.
• Repeat the steps with ‘l’—‘L’ and ‘r’—‘R’.
1 1
1
2
2
Start on the top line. Start on the top line. Start on the dotted
line.
1. long line down 1. long line down
1. short line down
2. circle to the right
2. half a hump
1 2 1 1 2
3 3
2
Start on the top line. Start on the top line. Start on the top line.
1. long line down 1. long line down 1. long line down

(lift) 2. line across (lift)
2. half a circle to the 2. half a circle to the
right right
3. half a circle to the 3. diagonal right
right
• Explain that the words written on the worksheet consist of either three or four
sounds.
• Read the first word (rat) and ask students how many sounds are in the word.
Segment the word with students if necessary.
• Have students circle the spelling for each sound in the word rat. They have to
circle the letter ‘r’, the letter ‘a’ and the letter ‘t’.
• Have students write the number 3 in the box to indicate the number of
sounds in the word rat.
• Have the students copy the word rat on the line.
• Repeat with the remaining words.

Label the Picture
• Explain that for each word there are three pictures.
• Have students write each word under its matching picture.
worksheet on their own.
Worksheet 12.2
 Group 2: Providing guided support, have students read the words listed on
the worksheet and identify the pictures shown.
Chaining 15 minutes
Pocket Chart Chaining for Spelling
Note: There are several ways you can conduct this chaining exercise. You
i a o
may have students sit in front of the chart and participate as a class. If
you have individual white boards, students may sit at their desks, write the
letters on their boards, and show you their answers. If you have students
n t d s write down their answers, you may have them work individually or in pairs/
groups. You may also time and record how long it takes to complete a
p b l r
chain, and challenge students to beat their score next time. The key is to
g h move quickly and keep the activity upbeat.
Pocket Chart Setup
• Tell students that you are going to do something different with the pocket
chart: you are going to ask them to spell words.
pocket chart: ‘i’, ‘a’, ‘o’.
the pocket chart: ‘n’, ‘t’, ‘d’, ‘g’, ‘s’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’.
• Tell students they are now going to use these letters to spell a word.
• Say the word dot loudly and slowly, repeating it if necessary.
• Ask the class for the first sound in dot.
• Select a student to come to the pocket chart and move the spelling for /d/ to
the center of the pocket chart.
• Repeat until the word dot has been spelled in the center of the pocket chart.
• Say to the class, “If that is dot, who can show me pot?”
• Select a student to come to the pocket chart and replace the spelling for /d/
with the spelling for /p/.
• Ask students which sound or letter you changed in the word dot to get the word
pot. Ask them whether you changed the first, middle, or last sound or letter.
1. dot > pot > not > hot > rot > rob > rib > rip > lip > lap
2. rag > rat > bat > bit > sit > sat > sad > sand > band > land
The words with
asterisks are on the 1. land* 12. clap 23. glad 34. rag
Dolch and/or Fry
Word List. 2. last* 13. clip 24. grab 35. rats
3. list* 14. crab 25. grin 36. rib
4. plant* 15. drag 26. grip 37. rim
5. ran* 16. drip 27. lamp 38. rip
6. bad 17. drop 28. lift 39. slap
7. bag 18. film 29. lips 40. slip
8. bat 19. flag 30. log 41. split
9. big* 20. flat 31. lost 42. strip
10. bit 21. frog 32. plot 43. trap
11. blast 22. frost 33. print 44. trip
• Chains:
1. hand > band > bond > pond > pod > pot > lot > rot > rat > hat
2. rib > rig > rag > bag > big > bin > pin > pan > plan > plant
3. zip > lip > flip > slip > slap > slop > flop > flap > flat > flag
4. lip > slip > slap > flap > lap > rap > rip > rib > crib > crab
• Phrases:
1. lost bag 7. dog limps 13. a bad plan

2. big flag 8. lots of plants 14. plant in a pot
3. bad dog 9. a big cat 15. frog in a pond
4. rat trap 10. a flat land 16. frog on a log
5. drops drip 11. slip on it 17. dog bit cat
6. flip it 12. on a trip 18. slap on hand
1. “Bumpbibble Bump”
2. “Lee La Lay”
3. “Rock and Roll”
Code Knowledge
decodable.
decodable.
English.
• The sound /b/ is the 23rd most common sound in English.
• The sound /b/ is spelled ‘b’ approximately 96 percent of the time.
• The sound /l/ is the 9th most common sound in English.
• The sound /l/ is spelled ‘l’ approximately 87 percent of the time.
• The sound /r/ is the 5th most common sound in English.
• The sound /r/ is spelled ‘r’ approximately 94 percent of the time.
 Objectives
 Segment words into phonemes by tapping  Read one-syllable words in the Code
one finger for each phoneme and then blend Flip Book that include the letter-sound
the phonemes together to form one-syllable correspondences taught (RF.1.3b)
words (RF.1.2d)  Print upper- and lowercase letters ‘w’ and ‘W’,
 Orally produce words with various vowel and ‘e’ and ‘E’, and ‘u’ and ‘U’ (L.1.1a)
consonant sounds by blending the sounds  Read and write Tricky Words all and some
(RF.1.2b)
(RF.1.3g)
 Isolate and pronounce initial, medial vowel,  Read and spell chains of one-syllable short
and final sounds in spoken single-syllable vowel words in which one sound is added,
words (RF.1.2c) substituted, or omitted by playing a group
game using Large Cards (RF.1.3b)

Vowel and Consonant Flip
Books; Spelling Cards for
Warm-Up Flip Book Review
‘w’ > /w/ (wet), ‘e’ > /e/ (pet),
5
‘u’ > /u/ (but)
all, some
15
Small Group Tricky Word Practice Worksheet 13.2 15

Large Cards for ‘n’, ‘t’, ‘d’, ‘g’, ‘f’,
Chaining Large Card Chaining ‘s’, ‘p’, ‘b’, ‘l’, ‘h’, ‘w’, ‘i’, ‘e’, ‘a’, 15
‘u’, ‘o’
Take-Home Material Phrasemaker Worksheet 13.3 *
Advance Preparation
Write all and some on yellow index cards.
Warm-Up 5 minutes
Flip Book Review
• Before beginning this exercise, get out and display both the Consonant and
Vowel Flip Books within view of all students; also have the three Spelling
Cards listed in the At a Glance chart readily available.
If students ask about the • Show students the /w/ Spelling Card with the ‘w’—wet side facing students.
other Spelling Card, ‘wh’, Point to the ‘w’ and ask students to name the letter. Then read the word wet
and remind them that the letter ‘w’ is used to spell and write /w/ in English
to spell /w/ that they will words.
learn later in the year.
• Point to the power bar under the ‘w’ and ask students whether they think the
letter ‘w’ is a very common spelling or a less common spelling for /w/. (very
common)
• Turn to Consonant Flip Book page 21 and point to the sound bubble for /w/
‘w’ Spelling Card for /w/ on the appropriate place on the Flip Book page.
• Repeat the above steps with the Spelling Cards for /e/ and /u/, which can be
found on the following pages.
Vowel Flip Book

1. ‘e’ > /e/ (pet) Vowel Flip Book p. 3
2. ‘u’ > /u/ (but) Vowel Flip Book p. 4
• Quickly review by having students say the sound represented on each card.

letter for the sound /w/.
Worksheet 13.1 • Write a lowercase ‘w’ on handwriting guidelines and describe what you are
doing using the numbered phrases.
• Model writing the letter two or three more times.
• Have students trace and copy the lowercase ‘w’ on the worksheet.
• Encourage students to say the sound /w/ each time that they write the letter.
• Repeat the same steps for the uppercase ‘W’, pointing out that it looks the
same as lowercase ‘w’ and touches the top line.
• Repeat the steps with ‘e’—‘E’ and ‘u’—‘U’.
1 1 2
2
3 1
2 4
Start on the dotted Start between the Start on the dotted

line. dotted line and the line.
bottom line.
1. diagonal right 1. cup
2. diagonal up 1. line across 2. short line down
3. diagonal right 2. most of a circle to
the left
4. diagonal up
2
1 1 1
3 3
2 4 4
Start on the top line. Start on the top line. Start on the top line.
1. diagonal right 1. long line down 1. cup

3. diagonal right 2. line across
3. line across
(lift)
4. line across

Tricky Word Cards
• Write the words all and some on yellow index cards.
Tricky Word: All
• Show students the Tricky Word card all and ask them how they would
pronounce it by blending. (They might say /a/ /l/ as in the name Albert or they
might try to say the /l/ sound twice.)
• Explain that this word is actually pronounced /o/ /l/ as in, “He has all of my
books.”
• Write the word all on the board. Underline the letter ‘a’ and explain that it is a
tricky part of the word. They would probably expect this letter to be pronounced
/a/, but it is pronounced /o/.
• Circle the letters ‘l’ and ‘l’ and explain that this part of the word is only slightly
tricky. Even though the letter ‘l’ appears twice, there is only one /l/ sound in
this word.
• Tell students that when reading all, they have to remember to pronounce the
letter ‘a’ as /o/ and the two letters ‘l’ as /l/.
• Tell students that when writing all, they have to remember to spell the /o/
sound with the letter ‘a’ and the /l/ sound with two letters ‘l’.
Tricky Word: Some
• Show students the Tricky Word card some and ask them how they would
pronounce it by blending. (They might say /s/ /o/ /m/ /e/.)
• Explain that this word is actually pronounced /s/ /u/ /m/ as in, “I would like
some rice, please.”
• Write the Tricky Word some on the board. Circle the letter ‘s’ and explain that
it is pronounced /s/, as they would probably expect.
• Underline the letters ‘o’ and ‘e’ and explain that they are the tricky part of the
word. They are pronounced /u/.
• Circle the letter ‘m’ and explain that it is pronounced /m/, as they would
probably expect.
• Tell students that when reading some, they have to remember to pronounce
the letters ‘o’ and ‘e’ as /u/.
• Tell students that when writing some, they have to remember to spell the /u/
sound with the letters ‘o’ and ‘e’.
Practice
If students need additional • Write the following phrases on the board, one column at a time. Have the
help with Tricky Words you entire class read aloud together the phrases in the first two columns. Call on
individual students to read the phrases in the third column.
activities in the Assessment
and Remediation Guide. 1. some dog 8. some mugs 15. some spot
2. all fish 9. some dad 16. all the pots
3. all kids 10. to the jet 17. some rest
4. all fun 11. some men 18. all of us
5. some twigs 12. all of it 19. some nuts
6. all the dust 13. some webs 20. to the van
7. all cats 14. all the kings 21. to the dog
Tricky Word Practice
• Ask students if any of them can read the first sentence.
• Ask students if any of them can identify two Tricky Words in the sentence.
• Have students circle the Tricky Words is and a following your example.
Worksheet 13.2 • Have students write the Tricky Words on the provided line, following your
example.
• Read the rest of the sentences as a class before breaking into small groups.
worksheet on their own. Once they have worked through the sentences, they
may write an original sentence containing one of the Tricky Words.
 Group 2: Have students who need more support work with you to complete
the worksheet.
Chaining 15 minutes
Large Card Chaining
You may have students • Pass out the following Large Cards, reviewing each card’s sound as you pass
work in pairs or teams for it out: ‘n’, ‘t’, ‘d’, ‘g’, ‘f’, ‘s’, ‘p’, ‘b’, ‘l’, ‘h’, ‘w’, ‘i’, ‘e’, ‘a’, ‘u’, ‘o’.
this activity.
pet, they should go to the front of the room and stand in the order that spells
pet.
• If necessary, help the students get in the correct order.
looks right.
• Once the word has been spelled correctly, say to students, “If that is pet,
show me bet.”
• Ask students which sound or letter changed in the word pet to get the word bet.
Ask them whether they changed the first, middle, or last sound or letter.
1. pet > bet > let > wet > get > got > hot > hit > bit > bat
2. bun > sun > fun > fan > pan > pin > spin > spun > spud
Take-Home Material
Phrasemaker
• Have students take Worksheet 13.3 home so they can practice reading and
writing phrases with a family member.
are on the Dolch and/or Fry 1. best* 8. let* 15. up* 22. sun
Word List.
2. but* 9. men* 16. us* 23. swim
3. cut* 10. must* 17. went* 24. twig
4. end* 11. red* 18. bed 25. wag
5. get* 12. run* 19. fun 26. wig
6. help* 13. set* 20. rest 27. west
7. left* 14. ten* 21. sent 28. wet
• Chains:
1. band > bend > lend > led > sled > slid > lid > bid > bed > bad
2. bat > bet > belt > bent > dent > tent > ten > men > met > get
3. went > wet > net > not > nut > hut > rut > rust > rest > west
4. cub > cup > cap > lap > rap > rag > wag > wig > twig > twin
• Phrases:
1. all of it 8. some of us 15. dog went in

2. all of us 9. some wet pups 16. last bit of dust
3. no end 10. west wind 17. ten men had fun
4. left hand 11. spin a web 18. step up
5. best man 12. swept it up 19. a red hot sun
6. help him 13. a big bus 20. sun went up
7. rest in bed 14. a cat on a bed
1. “Eddie Elephant”
2. “Upstairs Under Uncle Baily”
3. “Wake Up Will”
Code Knowledge
decodable.
decodable.
English.
• The sound /e/ is the 15th most common sound in English.
• The sound /e/ is spelled ‘e’ approximately 95 percent of the time.
• The sound /u/ is the most common sound in English.
• The sound /u/ is spelled ‘u’ approximately 27 percent of the time.
• The sound /w/ is the 17th most common sound in English.
• The sound /w/ is spelled ‘w’ approximately 84 percent of the time.
• All is one of the 40 most common words in most samples of written
English. In a typical passage of 1,000 words, all occurs 3 to 6 times.
• Some is one of the 60 most common words in most samples of written
English. In a typical passage of 1,000 words, some occurs 2 to 5 times.
 Objectives
 Segment words into phonemes by tapping  Isolate and pronounce initial, medial vowel,
one finger for each phoneme and then blend and final sounds in spoken single-syllable
the phonemes together to form one-syllable words (RF.1.2c)
words (RF.1.2d)  Read one-syllable words that include the
 Orally produce words with various vowel and letter-sound correspondences taught (RF.1.3b)
consonant sounds by blending the sounds  Identify common nouns that name people
(RF.1.2b)
(L.1.1b)
 Read Tricky Words from and word (RF.1.3g)
Small Group Writing the Spellings/Word Box pencils; Worksheet 14.1 15

from, word
10
Advance Preparation
Write from and word on yellow index cards.
Warm-Up 10 minutes
1. chip (3) /ch/ /i/ /p/ 5. rust (4) /r/ /u/ /s/ /t/
2. lick (3) /l/ /i/ /k/ 6. clip (4) /k/ /l/ /i/ /p/
3. ten (3) /t/ /e/ /n/ 7. cakes (4) /k/ /ae/ /k/ /s/
4. tell (3) /t/ /e/ /l/ 8. desk (4) /d/ /e/ /s/ /k/
For segmenting

• Distribute Worksheet 14.1
• Have students trace and copy the letters.
• Encourage students to say the sounds while writing the letters.
• Have students look at the back of the worksheet. Read the words in the box
and identify the pictures together as a class.
Worksheet 14.1
worksheet on their own.
 Group 2: Have students who need more support with letter formation form a
group. Provided guided support as they complete the worksheet.
Grammar 10 minutes
Identifying Nouns
Note: In this grammar lesson you will continue to discuss nouns as parts of
speech that name people.
• Tell students that they will talk more about nouns.

• Remind students that a noun is a word that names a person. Nouns are
words that are called a part of speech.
• Say the phrase, “big sister,” and have students listen carefully and repeat it
after you.
• Ask students which word in the phrase names a person. (sister)
• Ask students which word in the phrase is a noun. (sister)
• Tell students to listen carefully to the following phrases/sentences and ask
them to tell you the noun that names a person.
1. Sally jumps. 3. A doctor helps. 5. A silly child plays.

2. Bobby works. 4. funny Mary 6. My mom sings.
• Remind students that a noun can be at the beginning of a phrase as in

“Bobby helps,” or at the end of a phrase as in, “funny Mary.”
• Say the phrases below and ask students to identify the nouns and to tell you
whether the noun is at the beginning or at the end of the phrase.
1. grandfather reads 2. good student

person. (noun)

Tricky Word Cards
Tricky Word: From
• Show students the Tricky Word card from and ask them how they would
pronounce it by blending. (They might say /f/ /r/ /o/ /m/, so it rhymes with
Tom.)
• Explain that this word is actually pronounced /f/ /r/ /u/ /m/ as in, “He is from
Alaska.”
• Write from on the board. Circle the letter ‘f’ and explain that it is pronounced
/f/, as they would probably expect.
• Circle the letter ‘r’ and explain that it is pronounced /r/, as they would
probably expect.
would probably expect this letter to be pronounced /o/, but it is pronounced /u/.
• Circle the letter ‘m’ and explain that it is pronounced /m/, as they would
probably expect.
• Tell students that when reading from, they have to remember to pronounce
the letter ‘o’ as /u/.
• Tell students that when writing from, they have to remember to spell the /u/
Tricky Word: Word
• Show students the Tricky Word card word and ask them how they would
pronounce it by blending. (They might say /w/ /o/ /r/ /d/.)
• Explain that this word is pronounced /w/ /er/ /d/ as in, “Do not say a single
word.”
• Write word on the board. Circle the letter ‘w’ and explain that it is pronounced
/w/, as they would probably expect.
• Underline the letters ‘o’ and ‘r’ and explain that this is the tricky part of the word.
They might expect this to be pronounced /o/ /r/, but it is pronounced /er/.
• Circle the letter ‘d’ and explain that it is pronounced /d/, as they would probably
expect.
• Tell students that when reading word, they have to remember to pronounce the
letters ‘o’ ‘r’ as /er/.
• Tell students that when writing word, they have to remember to spell the /er/
sound with the letters ‘o’ ‘r’.

Phrases
• Remind students that a phrase is a set of two or more words, with spaces
between the words.
• Write the first phrase on the board and ask a student to read it.
1. zip pants 5. hot dog

2. big word 6. gift from him
3. bad cut 7. gift from her
4. a word
Code Knowledge
decodable.
decodable.
• From is one of the 40 most common words in most samples of written
English. In a typical passage of 1,000 words, from occurs 3 to 6 times.
• Word is one of the 400 most common words in most samples of written
English. It is hard to avoid in a language arts program.

 Objectives
 Segment words into phonemes by tapping  Print upper- and lowercase letters ‘j’ and ‘J’,
one finger for each phoneme and then blend and ‘y’ and ‘Y’ (L.1.1a)
the phonemes together to form one-syllable  Read and spell chains of one-syllable short
words (RF.1.2d) vowel words in which one sound is added,
 Orally produce words with various vowel and substituted, or omitted (RF.1.3b)
consonant sounds by blending the sounds  Read Tricky Words are, have, and were
(RF.1.2b)
(RF.1.3g)
words (RF.1.2c)

Warm-Up 10
Flip Book Review Cards for ‘j’ > /j/ ( jump),
‘y’ > /y/ (yes)
Writing the Spellings/Label the
Reviewing the Spellings Picture

Chaining Spelling
‘e’, ‘a’, ‘o’, ‘u’, ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, 15
‘b’, ‘j’, ‘y’
are, were, have
10

Advance Preparation
i e a u o Write are, were, and have on yellow index cards.
following letters on a separate white index card: ‘e’, ‘u’, ‘j’, and ‘y’. Using these
cards, set up the pocket chart for the chaining activity as shown in the sidebar.
m t g s
p b j y
Pocket Chart Setup

Warm-Up 10 minutes
1. head (3) /h/ /e/ /d/ 5. grade (4) /g/ /r/ /ae/ /d/
2. beak (3)) /b/ /ee/ /k/ 6. dress (4) /d/ /r/ /e/ /s/
3. sock (3) /s/ /o/ /k/ 7. socks (4) /s/ /o/ /k/ /s/
4. ship (3) /sh/ /i/ /p/ 8. crab (4) /k/ /r/ /a/ /b/
For segmenting
Flip Book Review

• Before beginning this exercise, get out the Consonant Flip Book within view
of all students; also have the Spelling Cards listed in the At a Glance chart
readily available.
• Show students the /j/ Spelling Card with the ‘j’—jump side facing students.
Point to the ‘j’ and ask students to name the letter. Then read the word jump
and remind them that the letter ‘j’ is used to spell and write /j/ in English
words.
If students ask about the • Point to the power bar under the ‘j’ and ask students whether they think the
other Spelling Cards outlined letter ‘j’ is a very common spelling or a less common spelling for /j/.
on the same page, tell them
these are other ways to spell • Turn to Consonant Flip Book page 8 and point to the sound bubble for /j/
/j/ that they will learn later in on the page, and then point to the outline for the Spelling Card, placing the ‘j’
the year.
Spelling Card for /j/ on the appropriate place on the Flip Book page.
• Repeat the above steps with the Spelling Card for /y/, which can be found on
the following page.
Consonant Flip Book

1. ‘y’ > /y/ (yes) Consonant Flip Book p. 22
• Quickly review by having students say the sound represented on each card.

Writing the Spellings/Label the Picture
letter for the sound /j/ as in job.
• Write a lowercase ‘j’ on handwriting guidelines and describe what you are
Worksheet 15.1 • Model writing the letter two or three more times.
• Have students trace and copy the lowercase ‘j’ on the worksheet.
• Encourage students to say the sound /j/ each time that they write the letter.
• Repeat the same steps for the uppercase ‘J’, pointing out that it looks similar
to the lowercase ‘j’ but touches the top line.
• Repeat the steps for lowercase ‘y’ and uppercase ‘Y’.
Start on the dotted line. Start on the top line. Start on the dotted line. Start on the top line.
2. fish hook ending below 1. fish hook 1. diagonal right 1. diagonal right
the bottom line (lift) (lift)
(lift) 2. diagonal left ending 2. diagonal left
3. dot on top below the bottom line 3. short line down
• Have students look at the back of the worksheet. Read the four words (bed,
jet, jog, jam). You may discuss what each word means by having students
provide a definition or asking questions.
• Explain that for each word there are three pictures.

Chaining 15 minutes
Note: There are several ways you can conduct this chaining exercise. You
i e a u o
may have students sit in front of the chart and participate as a class. If
you have individual white boards, students may sit at their desks, write the
letters on their boards, and show you their answers. If you have students
write down their answers, you may have them work individually or in pairs/
groups. You may also time and record how long it takes to complete a
m t g s
chain, and challenge students to beat their score next time. The key is to
p b j y move quickly and keep the activity upbeat.
Pocket Chart Setup
• Set up the pocket chart as shown, with the following vowel spellings along
If students need additional the top of the pocket chart: ‘i’, ‘e’, ‘a’, ‘o’, ‘u’.
chaining practice, you
may use the Pausing Point • Arrange the following consonant spellings along the bottom of the pocket
exercise “Spell One- chart: ‘m’, ‘t’, ‘g’, ‘s’, ‘p’, ‘b’, ‘j’, ‘y’.
Syllable Words” and the
activities in the Assessment • Point to the spellings and have students say the sounds.
• Tell the class you are going to ask them to spell a mix of real words and silly
words. Explain that students should spell the silly words just as they spell real
words: by breaking the silly word up into sounds and selecting a spelling for
each sound.
• Say the word jut loudly and slowly, repeating it if necessary.
• Ask the class for the first sound in jut.
• Select a student to come to the pocket chart and move the spelling for /j/ to
the center of the pocket chart.
• Repeat until the word jut has been spelled in the center of the pocket chart.
• Discuss whether the word is a real word or a silly word.
• Say to the class, “If that is jut, who can show me just?”
• Select a student to come to the pocket chart and add the spelling for /s/.
• Ask students what change you made to the word jut to get the word just. Ask
them how many sounds were in the word jut and how many are in the word just.
• Work through the remaining words and silly words.
1. jut > just > jest > jet > yet > yes > yem > yam > jam > jag > jig
2. jog > jot > jut > jug > jub > job > jab > jam > yam > yap > yip

Tricky Word Cards
• Tell students they will learn three new Tricky Words today. Remind students
that Tricky Words do not play by the rules, so we have to be careful when
reading them.
Tricky Word: Are
• Show students the Tricky Word card are and ask them how they would
pronounce it by blending. (They might say /a/ /r/ /e/.)
• Explain that this word is pronounced /ar/ as in, “We are happy.”
• Write are on the board. Underline the entire word and explain that it is
completely tricky. The only spelling pronounced as they would expect is the
‘r’, but it is not at the end of the word as the pronunciation suggests.
• Tell students that when reading are, they have to remember to pronounce it
as /ar/.
• Tell students that when writing are, they have to remember to spell it ‘a’ ‘r’ ‘e’.
Tricky Word: Were
• Show students the Tricky Word card were and ask them how they would
pronounce it by blending. (They might say /w/ /e/ /r/ /e/.)
• Explain that this word is pronounced /w/ /er/ as in, “We were at the grocery
store.”
• Write were on the board. Circle the letter ‘w’ and explain that it is pronounced
• Underline the letters ‘e’, ‘r’, and ‘e’ and explain that this is the tricky part of
the word. They would probably expect this to be pronounced /e/ /r/ /e/, but it
is pronounced /er/.
• Tell students that when reading were, they have to remember to pronounce
the letters ‘e’ ‘r’ ‘e’ as /er/.
• Tell students that when writing were, they have to remember to spell the /er/
sound with the letters ‘e’ ‘r’ ‘e’.
Tricky Word: Have
• Show students the Tricky Word card have and ask them how they would
pronounce it by blending. (They might say /h/ /a/ /v/ /e/.)
• Explain that this word is actually pronounced /h/ /a/ /v/ as in, “I have a bike.”
• Write have on the board. Circle the letter ‘h’ and explain that it is pronounced
/h/, as they would probably expect.
• Circle the letter ‘a’ and explain that it is pronounced /a/, as they would
probably expect.

• Circle the letter ‘v’ and explain that it is pronounced /v/, as they would
probably expect.
• Circle the letter ‘e’ and explain that it does not stand for any sound in this word.
• Tell students that when reading have, they have to remember to pronounce it
/h/ /a/ /v/.
• Tell students that when writing have, they have to remember to add an ‘e’ at
the end.

Phrases
• Remind students that a phrase is a set of two or more words, with spaces
between the words.
1. jump on bed 6. just a bug

2. have cats 7. jog fast
3. yes and no 8. not a dog
4. dog yelps 9. is fun
5. Mom and Dad are up. 10. were wet
Take-Home Material
Phrasemaker
writing phrases with a family member.

are on the Fry and/or Dolch
Word List. 1. jump* 8. job
2. just* 9. jog
3. yes* 10. jot
4. jab 11. jug
5. jam 12. yam
6. jet 13. yet
7. Jim 14. yum
• Chains:
1. yes > yet > jet > jut > just > jest > west > went > lent > lend
2. yip > yap > yam > jam > jab > job > jog > jug > hug > rug
• Phrases and sentences:
1. jump in a pond 8. get a job

2. yip and yap 9. not yet
3. yes and no 10. have a blast
4. yam in pot 11. just a word
5. a fast jog 12. from Jen
6. jug of milk 13. Some jets are fast.
7. have some jam 14. Sam and Jim were in a bus.
1. “Juicy Jelly”
2. “You’re a Young Cowboy”

Code Knowledge
decodable.
decodable.
English.
• The sound /j/ is the 38th most common sound in English.
• The sound /j/ is spelled ‘j’ approximately 32 percent of the time.
• The sound /y/ is the 32nd most common sound in English.
• The sound /y/ is spelled ‘y’ approximately 39 percent of the time.
• Are is one of the 30 most common words in most samples of written
English. In a typical passage of 1,000 words, are occurs 2 to 8 times.
• Were is one of the 40 most common words in most samples of written
English. In a typical passage of 1,000 words, were occurs 2 to 5 times.
• Have is one of the 30 most common words in most samples of written
English. In a typical passage of 1,000 words, have occurs 4 to 7 times.

 Objectives
 Segment words into phonemes by tapping  Print upper- and lowercase letters ‘k’ and ‘K’,
one finger for each phoneme and then and ‘x’ and ‘X’ (L.1.1a)
blend the phonemes together to form one-  Read Tricky Words one and once (RF.1.3g)
syllable words (RF.1.2d)
 Read and spell chains of one-syllable short
 Orally produce words with various vowel vowel words in which one sound is added,
and consonant sounds by blending the substituted, or omitted by playing a group
sounds (RF.1.2b) game using Large Cards (RF.1.3b)
words (RF.1.2c)
Warm-Up Consonant Flip Book; Spelling 10

Flip Book Review Cards for ‘x’ > /x/ (tax),
‘k’ > /k/ (kid)
Writing the Spellings/
Reviewing the Spellings Label the Picture

Chaining Reading
‘a’, ‘o’, ‘m’, ‘n’, ‘t’, ‘d’, ‘k’, ‘s’, ‘p’, 15
‘x’
one, once
10
Large Cards for ‘m’, ‘n’, ‘t’ (2),

Chaining Large Card Chaining ‘d’, ‘k’, ‘f’, ‘s’, ‘b’, ‘l’, ‘w’, ‘x’, ‘i’, 10
‘e’, ‘a’, ‘o’
Advance Preparation
i a o
following letters on a separate white index card: ‘k’ and ‘x’. Using these cards,
set up the pocket chart for the chaining activity as shown in the sidebar.
Write the words one and once on yellow index cards.
m n t d
k s p x
Pocket Chart Setup

Note to Teacher
In Lesson 1, students reviewed the spelling ‘c’ for the /k/ sound. Today they
will review an alternative spelling for the /k/ sound, ‘k’. At this point, students
should not be expected to know whether ‘c’ or ‘k’ is the correct spelling for /k/
in words that contain that sound. They will learn when to use ‘c’ and when to
use ‘k’ gradually, as they get more exposure to printed words.
Please note that /x/ consists of two sounds, /k/ and /s/. It is reviewed here as
if it were one sound because it is often written with a single letter, ‘x’. There
is no need to explain this to the class. If a student notices that /x/ consists
of two sounds, you can confirm this and compliment the student for being a
good listener.
Warm-Up 10 minutes
1. tub (3) /t/ /u/ /b/ 5. baby (4) /b/ /ae/ /b/ /ee/
2. bug (3) /b/ /u/ /g/ 6. pillow (4) /p/ /i/ /l/ /oe/
3. chip (3) /ch/ /i/ /p/ 7. milk (4) /m/ /i/ /l/ /k/
4. fly (3) /f/ /l/ /ie/ 8. school (4) /s/ /k/ /oo/ /l/
For segmenting
Flip Book Review

• Show the students the /k/ Spelling Card with the ‘k’—kid side facing students.
Point to the ‘k’ and ask students to name the letter. Then read the word kid and
remind them that the letter ‘k’ is used to spell and write /k/ in English words.
• Point out the power bar below the spelling ‘k’ and remind students that this
• Point to the power bar under the ‘k’ and ask students whether they think the
letter ‘k’ is a very common spelling or a less common spelling for /k/. (less
common)
• Turn to Consonant Flip Book page 5 and point to the sound bubble for /k/
‘k’ Spelling Card for /k/ on the appropriate place on the Flip Book page.

• Repeat the above steps for /x/, which can be found on the following page.
Consonant Flip Book

1. ‘x’ > /x/ (tax) Consonant Flip Book p. 23
• Quickly review by showing the cards and having students say the sound

Writing the Sounds/Label the Picture
• Tell students that you are going to show them how to write the sound /x/ as in
box.
• Write a lowercase ‘x’ on handwriting guidelines and describe what you are
Worksheet 16.1 • Model writing the letter two or three more times.
If a student notices that • Have students trace the letter in the air or on the desk with a pointed finger.
/x/ consists of two sounds,
you can confirm this and • Have students trace and copy the lowercase ‘x’ on the worksheet.
compliment the student for
being a good listener. • Encourage students to say the sound /x/—/k/ + /s/—each time that they write
the letter.
• Repeat the same steps for the uppercase ‘X’, pointing out that it looks like
lowercase ‘x’ but touches the top line.
• Repeat the same steps for lowercase ‘k’ and uppercase ‘K’.
• Remind students that they have now reviewed two different spellings for the
/k/ sound, ‘c’ and ‘k’.
Start on the dotted line. Start on the top line. Start on the top line. Start on the top line.
1. diagonal right 1. diagonal right 1. long line down 1. long line down
(lift) (lift) (lift) (lift)
2. diagonal left 2. diagonal left 2. diagonal left 2. diagonal left
3. diagonal right 3. diagonal right

• Read the words on the worksheet as a class. Then review the names of the
images.

Chaining 15 minutes
• Set up the pocket chart, arranging the following vowel spellings along the top
i a o
of the pocket chart: ‘i’, ‘a’, ‘o’.
• Arrange the following consonant spellings along the bottom of the pocket
chart: ‘m’, ‘n’, ‘t’, ‘d’, ‘k’, ‘s’, ‘p’, ‘x’.
m n t d
k s p x
Pocket Chart Setup • Move the ‘k’, ‘i’, and ‘d’ cards to the center of the pocket chart to spell kid.
• Remove the ‘d’ card and add the ‘t’ card and say to the class, “If that is kid,
You may use the
blending motions from what is this?”
today’s Warm-Up.
• Ask students which sound or letter you changed in the word kid to get the
word kit. Ask them whether you changed the first, middle, or last sound or
letter.
1. kid > kit > kin > kim > tim > tom > top > mop > map > max
2. skim > skip > sip > six > mix > max > tax > tan > tap > tip

Tricky Word Cards
Tricky Word: One
• Show students the Tricky Word card for one and ask them how they would
pronounce it by blending. (They might say /o/ /n/ /e/ as in ah-neh.)
• Explain that this word is actually pronounced /w/ /u/ /n/ as in, “I have one
fish.”
• Write one on the board. Underline the entire word and explain that it is
completely tricky. The only spelling pronounced as they would expect is the
‘n’, but it is not at the end of the word as the pronunciation might suggest.
• Tell students that when reading one, they have to remember to pronounce it
as /w/ /u/ /n/.
• Tell students that when writing one, they have to remember to spell it ‘o’ ‘n’ ‘e’.

Tricky Word: Once
The word once is tricky in • Show students the Tricky Word card for once and ask them how they would
the same way as one. pronounce it by blending. (They might say /o/ /n/ /k/ /e/.)
• Explain that this word is pronounced /w/ /u/ /n/ /s/ as in, “I once had a fish.”
• Write once on the board. Underline the entire word and explain that the only
spelling pronounced as they would expect is the ‘n’. Students would probably
expect this to be pronounced /o/ /n/ /k/ /e/, but it is pronounced /w/ /u/ /n/ /s/.
• Tell students that when reading once, they have to remember to pronounce it
as /w/ /u/ /n/ /s/.
• Tell students that when writing once, they have to remember to spell it ‘o’ ‘n’
‘c’ ‘e’.
Practice
If students need additional
help with Tricky Words
• Write the following phrases on the board, one at a time. Have the entire class
you may use the Tricky read aloud together the phrases in the first list. Call on individual students to
Word exercises in the read the phrases in the second list.
Pausing Point and activities
in the Assessment and
Remediation Guide.
1. ask him once one box met her once
2. one big ox once you can one mask
Chaining 10 minutes
Large Card Chaining
• Pass out the following Large Cards, reviewing each card’s sound as you pass
it out: ‘m’, ‘n’, ‘t’ (2), ‘d’, ‘k’, ‘f’, ‘s’, ‘b’, ‘l’, ‘w’, ‘x’, ‘i’, ‘e’, ‘a’, ‘o’.
next, they should go to the front of the room and stand in the order that spells
next.
• If necessary, help the students get in the correct order.
looks right.
• Once the word has been spelled correctly, say to students, “If that is next,
show me text.”

• Ask students what change they made to the word next to get the word text.
1. next > text > tent > went > wet > wit > fit > fix > fox > box
2. kit > kid > lid > lad > mad > max > tax > lax > fax > fox
are on the Fry and/or Dolch
Word List. 1. ask* 6. fix 11. milk 16. skin
2. next* 7. fox 12. mix 17. skip
3. six* 8. kid 13. ox 18. task
4. box 9. kept 14. risk 19. tax
5. desk 10. mask 15. skim 20. wax
• Chains:
1. skin > skim > skid > skit > sit > six > mix > fix > fox > box
2. six > sit > kit > kin > skin > skip > slip > flip > lip > clip

1. one box 10. hot wax

2. one of six cats 11. skim milk
3. a big risk 12. soft skin
4. a big ox 13. next up
5. a box on a desk 14. a word from a text
6. gift in a box 15. I met him once.
7. ask him once 16. Mom kept the box.
8. mix it up 17. Big tasks are fun.
9. hop, skip, and jump
1. “Catherine Calico”
2. “Kate’s Kingdom”
3. “X-ray”
Code Knowledge
decodable.
decodable.
• The sound /k/ is spelled ‘k’ approximately 22 percent of the time.
• The sound combination /x/ is the 41st most common sound in English
and it is found in approximately 3 percent of English words.
• The sound combination /x/ is spelled ‘x’ approximately 51 percent of
the time.
• One is one of the 40 most common words in most samples of written
English. In a typical passge of 1,000 words, one occurs 3 to 5 times.
• Once is one of the most 200 most common words in most samples
of written English. It is taught as a Tricky Word partly because it is an
important word in stories.

 Objectives
 Segment words into phonemes by tapping  Read and write letter-sound

one finger for each phoneme and then blend correspondences ‘sh’ > /sh/ and ‘ch’ > /ch/
the phonemes together to form one-syllable (RF.1.3a)
words (RF.1.2d)  Read and spell chains of one-syllable short
 Orally produce words with various vowel and vowel words in which one sound is added,
consonant sounds by blending the sounds substituted, or omitted (RF.1.3b)
(RF.1.2b)
 Identify common nouns that name a thing
 Isolate and pronounce initial, medial vowel, (L.1.1b)
and final sounds in spoken single-syllable  Read and write Tricky Words to, do, and two
words (RF.1.2c) (RF.1.3g)


Flip Book Review Cards for ‘sh’ > /sh/ (shop),
‘ch’ > /ch/ (chin)
Digraphs 5
Writing the Spellings pencils; Worksheet 17.1 15
Chaining Reading
‘e’, ‘a’, ‘u’, ‘o’, ‘m’, ‘n’, ‘d’ (2), ‘s’, 10
‘p’, ‘h’, ‘ch’, ‘sh’
do, two
10
Take-Home Material Tricky Word Practice Worksheet 17.2 *
i e a u o Advance Preparation
Add to the letter cards you prepared in earlier lessons by writing the digraphs
‘ch’ and ‘sh’ on separate white index cards. Using these cards, set up the
pocket chart for the chaining activity as shown in the sidebar.
m n d s You will also need to write the words do and two on yellow index cards. Have
p h ch sh the Tricky Word card to also ready for review.
Pocket Chart Setup

Note to Teacher
During this lesson, students will review the digraphs ‘ch’ and ‘sh’. The term
digraph refers to two letters that stand for a single sound. Students do not need
to know the term digraph, but it is crucial that they understand that a letter can
stand for a single sound all by itself or it can work with a second letter as part of
a “letter team,” where two letters represent a single sound.
Warm-Up 10 minutes
For blending
• Follow the instructions in Lesson 1.
1. fun (3) /f/ /u/ /n/ 5. hand (4) /h/ /a/ /n/ /d/
2. pit (3) /p/ /i/ /t/ 6. green (4) /g/ /r/ /ee/ /n/
3. stay (3) /s/ /t/ /ae/ 7. looks (4) /l/ /oo/ /k/ /s/
4. soak (3) /s/ /oe/ /k/ 8. creek (4) /k/ /r/ /ee/ /k/
For segmenting
Flip Book Review

within view of all students; also have the two Spelling Cards listed in the At a
• Show students the /ch/ Spelling Card with the ‘ch’—chin side facing
students. Point to the ‘ch’ and ask students to name the letter. Then read the
word chin and remind them that the letters ‘ch’ are used to spell and write /
ch/ in English words.
• Point out the power bar below the spelling ‘ch’ and remind students that this
bar indicates how common each spelling is. Ask students whether they think
the letters ‘ch’ are a very common spelling or a less common spelling for /
ch/. (very common)
• Turn to Consonant Flip Book page 7 and point to the “sound bubble” for
/ch/ on the page, and then point to the outline for the Spelling Card, placing
the ‘ch’ Spelling Card for /ch/ on the appropriate place on the Flip Book
page.
• Repeat the above steps with consonant Spelling Card for /sh/, which can be
found on the following page.
Consonant Flip Book

1. ‘sh’ > /sh/ (shop) Consonant Flip Book p. 24


Digraphs 5 minutes
• Draw a square, a triangle, and a house (triangle on top of square) in a row on
the board.
c h ch • Point to each shape and ask students what it is. (a square, a triangle, and a
house)
s h sh • Explain to the class that a square by itself is just a square, and a triangle by
itself is just a triangle, but a square with a triangle on top of it is something
completely different: a house.
• Write a ‘c’ on the board underneath the square.
• Ask students what sound the letter ‘c’ stands for. (They should say /k/.)
• Write an ‘h’ on the board underneath the triangle.
• Ask students what sound the letter ‘h’ stands for. (They should say /h/.)
• Write the spelling ‘ch’ on the board underneath the house.
• Ask students what sound the spelling ‘ch’ stands for. (They should say /ch/.)
• Explain to the class that the letter ‘c’ by itself stands for the /k/ sound, and
the letter ‘h’ by itself stands for the /h/ sound, but the letters ‘c’ and ‘h’
written together stand for a completely different sound: the /ch/ sound.
• Repeat this procedure for the digraph ‘sh’ as in ship.
Writing the Spellings 15 minutes

• Tell students that you are going to show them how to write the sound /ch/ as
in chips.
• Write a ‘ch’ on handwriting guidelines and describe what you are doing using
the phrases below.
Worksheet 17.1 • Model writing the digraph two or three more times.
• Have students trace the digraph on the desk with a pointed finger.
• Have students trace and copy ‘ch’ on the worksheet.
• Encourage students to say the sound /ch/ each time that they write the
digraph.

• Repeat the steps for ‘sh’.
Start just below the Start just below the dotted

dotted line. line.
1. most of a circle to the 1. half circle to the left
left (lift) 2. half circle to the right (lift)
Start on the top line. Start on the top line.
1. long line down 1. long line down
2. hump 2. hump

• Read the words in the box at the top of the worksheet as a class. Circle the
digraphs in each of the words.
• Name each of the items on the worksheet.
• Have students read the words in the box and write each word under its
matching picture.
Grammar 10 minutes
Identifying Nouns
Note: Today you will introduce nouns that name things.
• Tell students that they will learn more about nouns today. Ask students,
“What is a noun?” (a part of speech that names a person) “Who can give me
an example of a noun that names a person?”
• Say the phrase, “fast kid,” and have students repeat it after you.
• Ask students which word in the phrase names a person. (kid)
• Explain that today they will learn about another type of noun.
• Tell students to listen carefully to the next phrase.
• Say, “blue house,” have students repeat it, and ask, “Which word in the
phrase names a thing?” (house)
• When students have given the correct answer, say, “The word house is a
thing. A word that names a thing is also called a noun.”

• Repeat with the following phrases.
1. hand waves 4. red pencil

2. foot kicks 5. fast car
3. head nods
• Remind students that a noun can be at the beginning of a phrase or at the

end.
• Tell students to listen carefully to the following phrases and to tell you
whether the noun is at the beginning or at the end of the phrase.
1. bird flies
2. fluffy cat

thing. (noun)
Chaining 10 minutes
• Set up the pocket chart by placing the following vowel spellings along the top
i e a u o
of the pocket chart: ‘i’, ‘e’, ‘a’, ‘u’, ‘o’.
• Arrange the following consonant spellings along the bottom of the pocket
chart: ‘m’, ‘n’, ‘d’ (2), ‘s’, ‘p’, ‘h’, ‘ch’, ‘sh’.
m n d s
p h ch sh
Pocket Chart Setup • Move the ‘p’, ‘e’, and ‘n’ cards to the center of the pocket chart to spell pen.
• Replace the ‘e’ card with the ‘u’ card and say to the class, “If that is pen,
what is this?”
• Ask students which sound or letter you changed in the word pen to get the word
pun. Ask them whether you changed the first, middle, or last sound or letter.
1. pen > pun > sun > such > much > mud > mad > mash > smash
2. ship > shop > chop > chip > hip > dip > dish > dash > dad

Tricky Word Cards
• Prepare yellow index cards for the following words: do and two.
• Tell students that they will learn two new Tricky Words today. They will also
review a previous Tricky Word: to. Remind students that Tricky Words do not
play by the rules, so we have to be extra careful when reading them.
Tricky Word: Do
• Show students the Tricky Word Card do and invite students to read it. (They
might say /d/ /o/ or /d/ /oe/.)
• Write do on the board. Circle the letter ‘d’ and explain that it is pronounced
/d/, as they would probably expect.
• Underline the letter ‘o’ and explain that it is the tricky part of the word.
They would probably expect this letter to to be pronounced /o/, but it is
pronounced /oo/.
• Tell students that when reading do, they have to remember to pronounce the
letter ‘o’ as /oo/.
• Tell students that when writing do, they have to remember to spell the /oo/
Tricky Word: Two
• Show students the Tricky Word card two and ask how they would pronounce
it by blending. (They may say /t/ /w/ /o/ (twah) or /t/ /w/ /oo/.)
• Explain that this word is actually pronounced /t/ /oo/.
• Explain that this word is how we write the number 2. Write “two = 2” on the
board.
• Write two on the board. Circle the letter ‘t’ and explain that it is pronounced
/t/, as students would probably expect.
• Underline the letter ‘w’ and explain that this is one tricky part of the word.
They would probably expect this letter to be pronounced /w/, but in fact there
is no /w/ sound in the word.
• Underline the letter ‘o’ and explain that it is another tricky part of the word.
They would probably expect this letter to be pronounced /o/, but it is
pronounced /oo/, as in to, do, and who.
• Tell students that when reading two, they have to remember to not pronounce
the ‘w’ and to pronounce the letter ‘o’ as /oo/.
• Tell students that when writing two, they have to remember to spell the word
‘t’, ‘w’, ‘o’.

Two and To
• Explain that students have now learned two very common words that are
both pronounced /t/ /oo/.
• Write the words two and to on the board.
• Discuss what each word means and have students say sentences with the
words.
Practice
• Show one of the Tricky Word cards from today and have the class read it.
• Ask a student to use the word in a sentence.
• Practice each word at least three times.
• If time permits, you may continue with this exercise by pointing to words on
the Tricky Word wall.
Take-Home Material
writing Tricky Words with a family member.
Words with asterisks can be • Newly decodable words:
found on the Dolch and/or
Fry Word List. 1. much* 9. inch
2. such* 10. lunch
3. wish* 11. rich
4. cash 12. rush
5. chest 13. ship
6. fish 14. shop
7. French 15. shot
8. fresh 16. shut

• Chains:
1. bench > bunch > munch > much > mush > mash > lash > flash >
flesh > fresh
2. shot > shut > shun > shin > ship > shop > chop > chomp > champ >
chap
1. an inch or two 7. two ships

2. have a dish 8. chop it up
3. fish in a pond 9. a cup of punch
4. lots of cash 10. Who is it?
5. a rich man 11. Do it!
6. one box on a shelf
Code Knowledge
decodable.
decodable.
English.
• The sound /ch/ is the 35th most common sound.
• The sound /ch/ is spelled ‘ch’ approximately 70 percent of the time.
• The sound /sh/ is the 34th most common sound in English.
• The sound /sh/ is spelled ‘sh’ approximately 77 percent of the time.

 Objectives
 Segment words into phonemes by tapping  Differentiate between the consonants /th/
one finger for each phoneme and then blend and /th/ and choose the correct spelling
the phonemes together to form one-syllable (RF.1.2d)
words (RF.1.2d)  Read and write letter-sound
 Orally produce words with various vowel and correspondences ‘th’ > /th/ and ‘th’ > /th/
consonant sounds by blending the sounds (RF.1.3a)
(RF.1.2b)
 Read and spell chains of one-syllable short
 Isolate and pronounce initial, medial vowel, vowel words in which one sound is added,
and final sounds in spoken single-syllable substituted, or omitted (RF.1.3b)
words (RF.1.2c)


Flip Book Review Cards for ‘th’ > /th/ (thin),
‘th’ > /th/ (them)
Reviewing the Sounds Sister Sounds 5
Digraphs 5
Writing the Spellings pencils; Worksheet 18.1 15
pocket chart; index cards for ‘e’,
Chaining Reading
‘a’, ‘o’, ‘m’ (2), ‘n’, ‘p’, ‘b’, ‘h’, ‘ch’, 10
‘sh’, ‘th’
Practicing Reading Phrases and Sentences 15
Take-Home Material Practice Pack Worksheet 18.2 *
Advance Preparation
Add to the letter cards you prepared in previous lessons by writing the digraph
e a o
‘th’ on a white index card. Using the cards listed in the At a Glance chart, set
up the pocket chart for the chaining activity as shown in the sidebar.
m n p b
h ch sh th
Pocket Chart Setup

Note to Teacher
Today students will review the voiceless sound /th/ (as in thin) and the
voiced sound /th/ (as in them). These two sounds are very similar—so similar
that most native speakers do not realize that they are two distinct sounds.
Voiced /th/ is buzzier than unvoiced /th/, i.e., your vocal cords vibrate when
pronouncing voiced /th/. Place your fingers on your voice box (or press your
palms against your cheeks) and compare the final sounds in teeth to teethe
(or the sounds in ether and either). Both sounds are spelled with the same
digraph, ‘th’, but you can feel the voiced and unvoiced difference.
The digraph ‘th’ is the first example of a phenomenon that occurs frequently
in English, where a particular letter or digraph can be sounded at least two
different ways. We call these ambiguous spellings “tricky spellings.” When
a beginning reader encounters a tricky spelling, he or she cannot be 100%
certain which of the possible pronunciations is correct—unless he or she has
heard the word in oral speech. Fortunately, it is unlikely that the tricky spelling
‘th’ will cause students much trouble, as /th/ and /th/ sound very similar.
Warm-Up 10 minutes
1. cop (3) /k/ /o/ /p/ 5. clean (4) /k/ /l/ /ee/ /n/
2. play (3) /p/ /l/ /ae/ 6. trip (4) /t/ /r/ /i/ /p/
3. snow (3) /s/ /n/ /oe/ 7. chomp (4) /ch/ /o/ /m/ /p/
4. rain (3) /r/ /ae/ /n/ 8. cookie (4) /k/ /oo/ /k/ /ee/
For segmenting
Flip Book Review

• Show students the /th/ Spelling Card with the ‘th’—thin side facing students.
Point to the ‘th’ and ask students to name the letter. Then read the word thin
and remind them that the letter ‘th’ is used to spell and write /th/ in English
words.
• Point out the power bar below the spelling ‘th’ and remind students that this
• Point to the power bar under the ‘th’ and ask students whether they think the
letter ‘th’ is a very common spelling or a less common spelling for /th/. (very
common)

• Turn to Consonant Flip Book page 13 and point to the “sound bubble” for
/th/ on the page, and then point to the outline for the Spelling Card, placing
the ‘th’ Spelling Card for /th/ on the appropriate place on the Flip Book page.
• Repeat these steps with the consonant Spelling Card for /th/, which can be
found on the following page.
Consonant Flip Book

1. ‘th’ > /th/ (them) Consonant Flip Book p. 14
Reviewing the Sounds 5 minutes

Sister Sounds
• Tell students they are going to learn about the spelling ‘th’ and write this on
the board.
• Explain to students that when we see the spelling ‘th’, there are two different
ways we can pronounce it: /th/ and /th/. They sound very similar, so we call
them sister sounds.
• Both of these consonant sounds are made by placing the tongue between
the upper and lower teeth and blowing air out. There is a difference, however.
Tell students that when • Tell students to place their fingers over their ears and their palms on their
they make the /th/ and /th/ cheeks, or their fingertips on their throats.
sounds, they can actually
stick their tongues out. • Write the words teeth and teethe on the boards. Tell students that teeth are
what we have in our mouths, and teethe is when we grow new teeth.
• Point to the word teeth and have students say the word, first placing their
fingertips on their throats and then placing their fingers over their ears and
their palms on their cheeks.
• Point to the word teethe and have students say the word several times, first
placing their fingertips on their throats and then placing their fingers over their
ears and their palms on their cheeks.
• Alternate between pointing to teeth and teethe, asking students to say the
words. Ask students if they can hear how teethe is buzzier at the end.
• Have students say the two sounds in isolation, alternating between saying
the /th/ sound and the /th/ sound, stretching each one out.
• Ask students if they can feel the difference between these two sounds.

• Explain that the /th/ sound is buzzier than the /th/ sound: it makes our
mouths vibrate.
Note: Do not worry if students do not distinguish between the two sounds.
There are very few words where the difference between /th/ and / th/ is
meaningful in the way it is in teeth and teethe (and ether and either).
Students can learn to read and write without being able to distinguish
between the two sounds.
• Tell students that you are going to say two words: one word will begin with
the buzzy /th/ sound and one word will begin with the /th/ sound. Students
should listen carefully, put their fingers on their throats, and repeat both
words.
• Say the first pair of words and ask students which word begins with the
buzzy /th/ sound.
• Repeat this process with the remaining word pairs.
1. thin—then 4. thud—thus
2. thanks—that 5. theme—these
3. theft—them

Digraphs 5 minutes
• Write a ‘t’ on the board.
• Ask students what sound the letter ‘t’ stands for. (They should say /t/.)
• Write an ‘h’ on the board.
• Ask students what sound the letter ‘h’ stands for. (They should say /h/.)
• Write the spelling ‘th’ on the board.
• Ask students what two individual sounds the spelling ‘th’ stands for. (They
should say /th/ and /th/.)
• Explain to the class that the letter ‘t’ by itself stands for the /t/ sound, and the
letter ‘h’ by itself stands for the /h/ sound, but the letters ‘t’ and ‘h’ written
t h th together stand for a completely different sound: either the /th/ sound or the
/ th/ sound.
• If students seem confused, repeat the “square, triangle, house”
demonstration.

Writing the Spellings 15 minutes
• Tell students that you are going to show them how to write the sound /th/ as
in them and the sound /th/ as in thin.
• Write a ‘th’ on handwriting guidelines and describe what you are doing using
the phrases below.
Worksheet 18.1 • Point out that the sounds /th/ and /th/ are written with the same spelling.
• Model writing the digraph two or three more times.
• Have students trace the digraph on the desk with a pointed finger.
• Have students trace and copy ‘th’ on the worksheet.
• Encourage students to say the sound /th/ or /th/ each time that they write the
digraph.
Start between the dotted

line and the top line.
1. long line down

(lift)
2. line across
(lift)
1. long line down

2. hump
• Have students look at the back of the worksheet. Read the words and name
the pictures together as a class.
Chaining 10 minutes
e a o Pocket Chart Chaining for Reading
• Set up the pocket chart by placing these vowel spellings along the top of the
pocket chart: ‘e’, ‘a’, ‘o’.
the pocket chart: ‘m’ (2), ‘n’, ‘p’, ‘b’, ‘h’, ‘ch’, ‘sh’, ‘th’.
m n p b
h ch sh th • Point to the spellings and have students say the sounds.
Pocket Chart Setup

• Move the ‘ch’, ‘a’, and ‘p’ cards to the center of the pocket chart to spell chap.
• Replace the ‘ch’ card with the ‘m’ card and say to the class, “If that is chap,
what is this?”
• Ask students what change you made to the word chap to get the word map.
Ask them whether you changed the first, middle, or last sound or letter.
1. chap > map > man > than > then > them > hem > hen > pen
2. bath > path > math > moth > mom > mop > chop > shop > hop

Phrases and Sentences
• Remind students that words can be combined to make phrases.
phrase.
• Write fast ship on the board and point out the space between the two words.
• Invite a student to read the phrase.
• Repeat with the phrase two cups.
• Explain to students that words can also be combined to make sentences.
• Tell students that a sentence is a complete thought. The first letter in the first
word of a sentence is capitalized.
• Write the following sentence on the board and point out the spaces between
the words: Josh is thin.
• Invite a student to read the sentence.
• Point out the period at the end of the sentence. Explain that the little dot at
the end of a sentence is called a period. It indicates that it is time to make a
full stop and take a breath when reading.
• Repeat with the remaining sentences.
1. Beth had some chips.

2. I have one big moth in that box.

Take-Home Material
Practice Pack
writing with a family member.
phrases, and sentences to read, dictate, copy, or illustrate. You can also have
them write silly sentences or stories with the words. You may also use these
lists in exercises that you choose from the Pausing Point.
Word List. 1. than* 9. cloth
2. that* 10. fifth
3. them* 11. math
4. then* 12. moth
5. this* 13. path
6. with* 14. theft
7. bath 15. thin
8. Beth 16. thrust
• Chains:
1. them > then > than > that > hat > bat > bath > path > math > moth
2. this > thus > bus > bun > shun > run > pun > pen > ten > tenth
1. a big moth 6. jump with them

2. a damp cloth 7. the fifth one
3. thump and thud 8. Dad went with them.
4. thin man 9. Math is fun.
5. this and that 10. Did you have a bath?

Code Knowledge
decodable.
decodable.
English.
• The sound /th/ is the 40th most common sound in English.
• The sound /th/ is spelled ‘th’ approximately 100 percent of the time.
• The sound /th/ is the 8th most common sound in English. It is found
in several of the most common words in the language, e.g., the, then,
they, them, there, this, that, etc.
• The sound /th/ is spelled ‘th’ approximately 89 percent of the time.

 Objectives
 Read Tricky Words the and who (RF.1.3g)  Ask and answer questions about the story
“Beth,” orally or in writing, requiring literal
 With purpose and understanding, read
recall and understanding of the details and
decodable text in the story “Beth”
facts (RL.1.1)
that incorporates the letter-sound
correspondences taught in one–syllable  Write phonemically plausible spellings for
words (RF.1.4a) words that cannot be spelled correctly with
current code knowledge (L.1.2e)
 Use phonics skills in conjunction with
context while reading the story “Beth” to  Describe people, places, things, and events,
confirm or self-correct word recognition in the story “Beth” with relevant details,
and understanding, rereading as necessary expressing ideas and feelings clearly (SL.1.4)
(RF.1.4c)
 Produce complete sentences orally and in
writing (SL.1.6)
 Identify and use end punctuation, including
periods, in writing (L.1.2b)

Tricky Word Tricky Word Cards
the, who
5
Snap Shots Media Disk or Snap

Reading Time Demonstration Story: “Beth” Shots Big Book; world map or 20
globe
Reading Time Partner Reading: “Beth” Snap Shots 15
Answering Story Story Questions Worksheet:
Questions “Beth”

Advance Preparation
Today you will begin the new Reader, Snap Shots. Using the Snap Shots
Media Disk, you will read the first story, “Beth,” to your class. You may want
to practice reading this story to familiarize yourself with the Media Disk
format before presenting the story to your class. You may also present the
story by using the Snap Shots Big Book.
In the story, the main character, Beth, travels to the United Kingdom. To
help build background knowledge, you will want to have a world map or
globe available to show students the location of the United Kingdom and
the United States.
In addition, write the words the and who on yellow index cards.
Note to Teacher
After reading the story “Beth” to the class, students will have time to read the
story on their own. Since students learn to decode at different rates, it is often
helpful to divide students into three groups: one group for independent learners
needing minimal teacher support, one group for students who need moderate
support, and one group for students who cannot proceed with independent
work on their own. For the first two groups, monitored partner reading is an
effective practice. For the third group, guided small group instruction is helpful.
We indicate throughout the unit when you can use small group time, but you
may also use small groups if time permits for any reading portion of the lesson.
Please prepare in advance how students will be grouped for this reading time.
Remember that reading groups are to be fluid. As new code knowledge is
taught, the groups need to be continually reassessed. Informal assessments,
such as notes from the Anecdotal Record provided in the Teacher Resources
section of this Teacher Guide, observation of daily class participation, and
independently completed worksheets can be used to help inform your
grouping decisions.
Tricky Word 5 minutes

Tricky Word Cards
Tricky Word: The
The word the does not • Show students the Tricky Word card for the and ask them how they would
typically function as an pronounce it by blending. (They should say /th/ /e/ or /th/ /e/.)
independent word in
English; it is part of a noun • Explain that this word is generally pronounced /th/ /u/ as in, “This is the last
phrase. The unstressed slice of pizza.”
variant of the contains a
vowel sound schwa. These • Write the on the board. Circle the spelling ‘th’ and explain that it is
are the variants addressed
pronounced /th/, as they would probably expect.
in this lesson.
• Underline the letter ‘e’ and explain that it is the tricky part of the word. They
would probably expect this letter to be pronounced /e/, but it is generally
pronounced /u/.

• Tell students that when reading the, they have to remember to pronounce the
letter ‘e’ as /u/.
• Tell students that when writing the, they have to remember to spell the /u/
sound with the letter ‘e’.
Tricky Word: Who
• Show students the Tricky Word card for who and ask how they would
pronounce it by blending. (They might say /w/ /h/ /o/, or perhaps /w/ /o/.)
• Tell students that this word is actually pronounced /h/ /oo/ as in, “Who has
my doll?”
• Write who on the board. Underline the letters ‘w’ and ‘h’ and explain that this is
a tricky part of the word. They would probably expect this to be pronounced /w/
/h/ or /w/ (as in when, where, why, what, and which), but it is pronounced /h/.
• Underline the letter ‘o’ and explain that it is another tricky part of the word.
They would probably expect this letter to be pronounced /o/, but it is
pronounced /oo/, just as it is in to and do.
• Tell students that when reading who, they have to remember to pronounce
the letters ‘w’ ‘h’ as /h/ and the letter ‘o’ as /oo/.
• Tell students that when writing who, they have to remember to spell the /h/
sound with the letters ‘w’ ‘h’ and the /oo/ sound with the letter ‘o’.
Practice
If students need additional • Show students the Tricky Word card and ask them to read the word.
help with Tricky Words,
you may use the exercises • Ask another student to provide a sentence using the Tricky Word.
in the Pausing Point and
the activities found in the
Assessment and Remediation
Guide.
Reading Time 20 minutes

Demonstration Story: “Beth”
Note: Today you will conduct your first demonstration story. Demonstration
stories provide many opportunities for you to model reading skills and
more for students. Below are examples of what can take place during
demonstration stories.
Demonstration Stories
Page 2 1. Point out Tricky Words
2. Highlight grammar lessons, such as pointing out nouns in a sentence
3. Ask questions for comprehension checks
4. Clarify any points that may be confusing in the story

Introducing the Big Book
• Tell students that today they will begin reading the book Snap Shots.
• Ask students, “What is a snap shot?” Explain that a snap shot is a picture that
has been taken with a camera. Show students the cover and point to the picture.
• Ask students, “Based on the title, what do you think we will see throughout
the stories?” (snap shots)
• Explain that Snap Shots is about a girl named Beth who is 10 years old. Like
us, Beth lives in the United States, or the U.S. for short. Show students where
the United States is located on map or globe.
• Tell students that Beth gets to take a trip to the United Kingdom, or the U.K.
for short. Show students the location of the United Kingdom on the map.
• Tell students that in this Reader, Beth tells about her trip and shares some
snap shots she has taken.
• Load the Media Disk for Snap Shots or take out the Big Book and display the
story called “Beth.”
Reading the Story
• Remind students that stories usually have a title that tells what the story is
about. The title of this story is “Beth.” Tell students that they should listen
carefully to learn about Beth.
Guided Reading Supports
• Remind the class that stories are made up of sentences. A sentence is a
complete thought. The first letter in the first word of a sentence is capitalized,
and it ends with a little dot called a period. The period indicates that it is time
to make a full stop and take a breath when reading.
• Read the story once through without stopping. Track the words with your
finger or a pointer as you read.
• Tell students that you will read the story again, asking them questions along
the way. Use the Guided Reading Supports below.
Page 2
• Ask students, “Why do you think the word I is underlined? What have we
learned about this word?” (It is a Tricky Word.) Tell students that in the
Reader, the tricky parts of Tricky Words are underlined.
Page 4
• Ask students, “Who can tell me a noun that names a person on this
page? Who can tell me a noun that names a thing?” You may have
students come to the front of the class to point to the words.
• Point to the word the. Say to students, “Remember that the is a Tricky
Word you have learned. The letter ‘e’ is underlined because that is the
part of the word that is not sounded /e/ as we might expect.”

Page 5
• Point to Beth’s hair. Say to students, “If Beth’s hair is blowing around
like this, what do you think the weather is like on top of the path at the
pond?” (It is windy.)
Page 6
• Ask students, “How many Tricky Words are on the page?” (three) Remind
students to be careful reading Tricky Words because they do not play by
the rules.
Page 8
• Ask a student volunteer to read this sentence.
Page 9
• Ask students, “What is the name of this dog?” (His name is Jet.) “How
do we know the dog’s name?” (His name is on the dog tag.)
Wrap-Up
• Ask students if there were any parts of the story they did not understand.
• Use the following discussion questions to guide your conversation about the
story. Remember to encourage students to answer in complete sentences.
Have students read the part of the story that provided them the answer.
Discussion Questions on “Beth”

1. Literal Where are Beth and her parents? (They are at camp.)
2. Inferential Who is telling us the story? In other words, who is the
narrator? (Beth is telling the story.)
3. Literal Beth took a funny snap shot. What did she take a picture of?
(She took a picture of a dog with a hot dog.)

Partner Reading: “Beth”
• Hand out the Reader Snap Shots to students. Guide them to the table of
contents. Explain that the table of contents lists the titles of each story and
the story’s starting page number. For example, if they wanted to read the
story “On the Bus,” they would turn to page 50. Ask students, “What page
would you turn to if you wanted to read the story, ‘Bud the Cat’?” (page 28)
• Ask students to tell you the starting page for the story “Beth.” (page 2) Tell
Page 2
students that they will now read this story with a partner or with you.

• Tell students who are able to do independent work to sit with their partners,
take out the Readers, and take turns reading the story “Beth” aloud to one
another. Have students needing more support read the story in a small group
with you.
Note: You may wish to review with students polite partner-reading
manners: taking turns reading, being patient while a partner is reading,
helping a partner when necessary, etc.
Answering Story Questions 20 minutes

Story Questions Worksheet: “Beth”
• Explain to students that the worksheet has questions about the story “Beth.”
• Complete the worksheet as a class. You may wish to display this worksheet
on an overhead projector.
• Encourage students to write complete sentences, and model this for them.
Worksheet 19.1
Code Knowledge
decodable.
decodable.
• The is the most common word in most samples of written English.

 Objectives
 Segment words into phonemes by tapping  Use phonics skills in conjunction with
one finger for each phoneme and then blend context while reading the story “Nat” to
the phonemes together to form one-syllable confirm or self-correct word recognition
words (RF.1.2d) and understanding, rereading as necessary
(RF.1.4c)
 Orally produce words with various vowel and
consonant sounds by blending the sounds  Ask and answer questions about the story
(RF.1.2b) “Nat,” orally or in writing, requiring literal
recall and understanding of the details and/
or facts of a fiction text read independently
(RL.1.1)
words (RF.1.2c)
 Write phonemically plausible spellings for
 Read one-syllable words in the Code Flip Book
words that cannot be spelled correctly with
that include the letter-sound correspondences
taught (RF.1.3b)
 Describe people, places, things, and events
 Read and write letter-sound correspondences
from the story “Nat” with relevant details,
‘ng’ > /ng/ and ‘qu’ > /k/ + /w/ (RF.1.3a)
expressing ideas and feelings clearly. (SL.1.4)
 Read Tricky Words said and says (RF.1.3g)
 With purpose and understanding, writing (SL.1.6)
read decodable text in the story “Nat”
 Read one-syllable words in the story
that incorporates the letter-sound
“Nat” that include the letter-sound
correspondences taught in one-syllable words
correspondences taught (RF.1.3b)
(RF.1.4a)
periods, in writing (L.1.2b)


Flip Book Review Cards for ‘ng’ > /ng/ (sing),
‘qu’ > /qu/ (quit)
Digraphs 5
Reviewing the Spellings Writing the Spellings/
Label the Picture
said, says
5
Snap Shots Media disk or Big

Reading Time Demonstration Story: “Nat”
Book; world map or globe
15
Reading Time Partner Reading: “Nat” Snap Shots; Worksheet 20.2 10

Advance Preparation
Write the words said and says on yellow index cards.
Note to Teacher
Note that /qu/ is a sound combination consisting of two sounds, /k/ and
/w/. It is reviewed here as if it were one sound because the two letters in the
digraph ‘qu’ occur as a unit. There is no need to explain this to the class. If a
student notices that /qu/ consists of two sounds, you should confirm this and
compliment the student for being a good listener.
After reading the story “Nat” to the class, students will have time to read
the story on their own. Since students learn to decode at different rates, it is
often helpful to divide students into three groups: one group for independent
learners needling minimal teacher support, one group for students who need
moderate support, and one group for students who cannot proceed with
independent work on their own. For the first two groups, monitored partner
reading is an effective practice. For the third group, guided small group
instruction is helpful. We indicate throughout the unit when you can use small
group time, but you may also use small groups if time permits for any reading
portion of the lesson.
Please prepare in advance how students will be grouped for this reading time.
Remember that reading groups are to be fluid. As new code knowledge is
taught, the groups need to be continually reassessed. Informal assessments,
such as notes from the Anecdotal Record provided in the Teacher Resources
section of this Teacher Guide, can be used to help inform your grouping
decisions.

Warm-Up 10 minutes
1. fun (3) /f/ /u/ /n/ 5. hats (4) /h/ /a/ /t/ /s/
2. pit (3) /p/ /i/ /t/ 6. green (4) /g/ /r/ /ee/ /n/
3. stay (3) /s/ /t/ /ae/ 7. looks (4) /l/ /oo/ /k/ /s/
4. soak (3) /s/ /oe/ /k/ 8. weeks (4) /w/ /ee/ /k/ /s/
Flip Book Review

• Show students the /ng/ Spelling Card with the ‘ng’—sing side facing
students. Point to the ‘ng’ and ask students to name the letters. Then read
the word sing and remind them that the letters ‘ng’ are used to spell and write
/ng/ in English words.
• Point to the power bar under the ‘ng’ and ask students whether they think the
letters ‘ng’ are a very common spelling or a less common spelling for /ng/.
(very common)
• Turn to Consonant Flip Book page 17 and point to the sound bubble for
/ng/ on the page, and then point to the outline for the Spelling Card, placing
the ‘ng’ Spelling Card for /ng/ on the appropriate place on the Flip Book
page.
• Repeat the above steps with the consonant Spelling Card for /qu/, which can
be found on the following page.
Consonant Flip Book

1. ‘qu’ > /qu/ (quit) Consonant Flip Book p. 25

Digraphs 5 minutes
You may wish to explain • Write an ‘n’ on the board.
digraphs as “letter teams”
or “best friends.” The ‘q’ • Ask students what sound the letter ‘n’ stands for. (They should say /n/.)
is best friends with the ‘u’,
and doesn’t like to go out
• Write a ‘g’ on the board.
to play without her.
• Ask students what sound the letter ‘g’ stands for. (They should say /g/.)
• Write the spelling ‘ng’ on the board.
• Ask students what sound the spelling ‘ng’ stands for. (They might say /n/ /g/.)
• Explain to the class that the sounds /n/ and /ng/ are very similar.
• Have them say the following minimal pairs a few times so that they can hear
and feel the difference: kin—king, pin—ping, ban—bang.
• Have students say the two sounds in isolation, alternating between the /n/
sound and the /ng/ sound, stretching each one out.
• Explain to the class that the letter ‘n’ by itself stands for the /n/ sound, and
the letter ‘g’ by itself stands for the /g/ sound, but the letters ‘n’ and ‘g’
written together stand for a completely different sound, /ng/.
• Introduce the digraph ‘qu’ explaining that this stands for the sounds /k/ + /w/.
• Have students repeat these words after you: quit, quilt, and quiz.
Writing the Spellings/Label the Picture 15 minutes

• Tell students that you are going to show them how to write the sounds / ng/
and /qu/.
• Write an ‘ng’ on handwriting guidelines and describe what you are doing
using the numbered instructions.
• Model writing the letter team two or three more times.
Worksheet 20.1 • Have students trace the digraph on the desk with a pointed finger.
• Have students trace and copy the ‘ng’ on the worksheet.
• Encourage students to say the sound /ng/ each time that they write the
digraph.
• Repeat the same steps for ‘qu’.

Start on the dotted line. Start between the dotted
line and the bottom line.
1. short line down
2. hump 1. circle to the left
(lift) 2. line down ending below
the bottom line
Start between the dotted (lift)
line and the bottom line.
Start on the dotted line.
1. circle to the left
2. fish hook ending below 1. cup
bottom line 2. short line down
• Have students look at the back of the worksheet. Read the words and name
the pictures together as a class.

Tricky Word Cards
Tricky Word: Said
• Show students the Tricky Word card said and ask them how they would read
the word by blending. (They might say a two-syllable word: /s/ /a/ - /i/ /d/).
• Explain that we actually pronounce this word /s/ /e/ /d/ as in, “Did you hear
what I said?”
• Write said on the board. Circle the letters ‘s’ and ‘d’ and explain that these
are pronounced just as they would expect, as /s/ and /d/.
• Underline the letters ‘a’ and ‘i’ and explain that these letters are the tricky part of
the word. They might expect that these letters would be pronounced separately
as /a/ and /i/, but in fact they work together to stand for the /e/ sound.
• Tell students that when reading said, they have to remember to pronounce
the letters ‘a’ and ‘i’ as /e/.
• Tell students that when writing said, they have to remember to spell the /e/
sound with the letters ‘a’ and ‘i’.
Tricky Word: Says
• Show students the Tricky Word card says and ask them how they would read
the word by blending. (They might try to say something like /s/ /a/ /y/ /s/.)
• Explain that we actually pronounce this word /s/ /e/ /z/ as in, “He says,
‘Happy Birthday!’”

• Write says on the board. Circle the first letter ‘s’ and explain that it is
pronounced just as one would expect, as /s/.
• Underline the letters ‘a’ and ‘y’ and explain that these are the tricky part of the
word. They might expect that these letters would be pronounced separately
as /a/ and /y/, but in fact they work together to stand for the /e/ sound.
• Circle the final letter ‘s’ and remind students that sometimes the letter ‘s’ is
pronounced /z/. The last ‘s’ in says is pronounced /z/ as in his, has, and is.
• Tell students that when reading says, they have to remember to pronounce
the letters ‘a’ and ‘y’ as /e/ and the final ‘s’ as /z/.
• Tell students that when writing says, they have to remember to spell the /e/
sound with the letters ‘a’ and ‘y’, and the /z/ sound with ‘s’.
Practice
If students need additional • Write the following sentences/phrases on the board and have students read
help with Tricky Words
them aloud.
you may use the exercises
in the Pausing Point
and the activities found 1. Tam says yes. 3. Who says that?
Remediation Guide.
2. Nat said no. 4. I said that you can do it.

Demonstration Story: “Nat”
story called “Nat.”
Introducing the Story
• Tell students that they will hear another story from Snap Shots. Ask students,
“Who can tell me the name of the girl from yesterday’s story?” (Beth)
Page 10 • Look at the table of contents, and ask students “What is the name of story
that comes after the story ‘Beth’?” (“Nat”)
• Remind students that stories usually have a title, and a title tells what the
story is about.
Previewing the Vocabulary
• You may wish to preview the following vocabulary before reading today’s story,
pointing out the location of the United Kingdom on a world map or globe.
1. raft—a flat structure that floats in the water

2. U.K.—an abbreviation for the United Kingdom, which includes the
countries of England, Northern Ireland, Scotland, and Wales.

Purpose for Reading
• Tell students they should listen carefully to find out about Nat.
• Read the story once without interruption, running a finger or pointer beneath
the words as you read them. Reread the story a second time, pausing to
make comments and ask the following questions.
Page 10
• Ask students, “How many sentences are on this page. How do you know?”
Page 12
• Point to and read the Tricky Words. Ask a student volunteer to read the
sentences.
• Ask students, “Why does the word Nat begin with an uppercase letter?”
(People’s names start with an uppercase letter.)
Page 14
• Ask students, “Who can find a noun that names a person in this sentence?
Who can find a noun that names a thing in this sentence?”
Page 16
• Point to the apostrophe in the word Nat’s. Tell students what looks like a
comma in the air is called an apostrophe. Ask students to repeat the word
apostrophe after you. Tell students the apostrophe here tells us that the mom
is Nat’s mom.
• Draw attention to the comma in the sentence: Nat left, and I felt sad. Tell
students commas are used in the middle of sentences, and we should pause
to take a breath if we see one when reading.
• Draw attention to the abbreviation, U.K. Remind students the letters in U.K.
stand for the words United Kingdom. You may wish to show students once
again where the United Kingdom is on a map or globe. Ask students, “What
do the letters U.S. stand for?”
Wrap-Up
story. Encourage students to answer in complete sentences and to share the
part of the story that supports their answer.

Discussion Questions on “Nat”
1. Literal Where did Beth and Nat meet? (Beth and Nat met at camp.)
2. Literal What did Nat do at camp? (Nat fished and rafted at camp.)
3. Literal Why did Nat have to leave? (His mom got a job in the U.K.)
4. Evaluative Did Beth like Nat? How do you know? (Answers may vary.)

Partner Reading: “Nat”
take out their Readers, and take turns reading the story “Nat” aloud to one
another.
• If you are not leading a small group, walk around the room listening to
students reading, checking comprehension, and asking students to point out
uppercase letters, punctuation, Tricky Words, and nouns.
Page 10
• Encourage students who finish early to reread the story “Beth” from the
Reader.
• If time permits, have students complete Worksheet 20.2.
Worksheet 20.2
Take-Home Material
Spelling Worksheet
• Have students take Worksheet 20.3 home so they can practice spelling words
with a family member.

Word List. 1. bring* 6. bang 11. quint
2. long* 7. king 12. quit
3. sing* 8. lung 13. quiz
4. song* 9. quest 14. spring
5. thing* 10. quilt 15. strong
• Chains:
1. ring > rang > sang > sing > song > long > lung > hung > hang
2. quip > quiz > quit > quilt > tilt > wilt > wit > wet > west > quest
3. that > than > then > ten > tin > shin > win > wing > king
1. Sing that song. 7. Tim says yes.

2. Bring some up. 8. I have a red pen.
3. the rich king 9. I said Sam can have one.
4. fill the lungs 10. Quit that!
5. a long quiz 11. The dog slept on the quilt.
6. Jim said no.
• Song from Alphabet Jam:
1. “Quack Quack”

Code Knowledge
decodable.
decodable.
English.
• The sound /ng/ is the 30th most common sound in English.
• The sound /ng/ is spelled ‘ng’ approximately 86 percent of the time.
• The sound combination /qu/ is spelled ‘qu’ approximately 92 percent of
the time.
• Said is one of the 20 most common words in most samples of written
English. In a typical passage of 1,000 words, said occurs 0 to 22 times.
• Says is one of the 200 most common words in most samples of written
English. In a typical passage of 1,000 words, says occurs 0 to 2 times.

 Objectives
 Segment words into phonemes by tapping  Ask and answer questions about the story
one finger for each phoneme and then “The Trip to the U.K.,” orally or in writing,
blend the phonemes together to form one- requiring literal recall and understanding of
syllable words (RF.1.2d) the details, and/or facts of a fiction text read
independently (RL.1.1)
 Orally produce words with various vowel
and consonant sounds by blending the  Write phonemically plausible spellings for
sounds (RF.1.2b) words that cannot be spelled correctly with
and final sounds in spoken single-syllable  Describe people, places, things, and events
words (RF.1.2c) from the story “The Trip to the U.K.” with
relevant details, expressing ideas and
feelings clearly. (SL.1.4)
decodable text in the story “The Trip to the
U.K.” that incorporates the letter-sound  Produce complete sentences orally and in
correspondences taught in one-syllable writing (SL.1.6)
words (RF.1.4a)  Read and write one-syllable words in the
 Use phonics skills in conjunction with story “The Trip to the U.K.” that include
context while reading the story “The Trip the letter-sound correspondences taught
to the U.K.” to confirm or self-correct word (RF.1.3b)
recognition and understanding, rereading  Use end punctuation, including periods and
as necessary (RF.1.4c) exclamation points, in writing (L.1.2b)

Mirror, Mirror handheld mirrors (optional) 10
Reviewing the Sounds
Vowel Discrimination scissors; Worksheet 21.1 15
Demonstration Story: “The Trip Snap Shots Media Disk or Big
Reading Time to the U.K.” Book
15
Partner Reading: “The Trip to

Reading Time the U.K.”
Snap Shots; Worksheet 21.2 15

Warm-Up 5 minutes
For blending
1. rug (3) /r/ /u/ /g/ 5. fast (4) /f/ /a/ /s/ /t/
2. sky (3) /s/ /k/ /ie/ 6. mask (4) /m/ /a/ /s/ /k/
3. blue (3) /b/ /l/ /oo/ 7. wrist (4) /r/ /i/ /s/ /t/
4. kit (3) /k/ /i/ /t/ 8. snake (4) /s/ /n/ /ae/ /k/
For segmenting

Mirror, Mirror 10 minutes
practice distinguishing Note: If you have handheld mirrors, you may use them for this exercise. If
sounds, you may use the you do not, you may have students work with a partner. Tell them to watch
Pausing Point exercise
“Distinguish Similar their partner’s mouth when they make the vowel sounds to observe what
Sounds.” Be sure to only happens.
use sounds that have been
reviewed so far. • Remind the class that there are two kinds of sounds in our language: vowel
sounds and consonant sounds.
• Tell the class that during this lesson they will review vowel sounds.
• Remind the class that vowel sounds are made with an open mouth.
• Tell students that you will be saying a series of vowel sounds.
• Have students watch their mouths (or their partner’s mouth) as they repeat
the following vowel sounds after you: /i/, /e/, /a/, /u/, /o/.
• Ask students what happens as they say the sounds. (Their mouths gradually
open wider.)
• Have students repeat the vowel sounds in reverse order: /o/, /u/, /a/, /e/, /i/.
• Ask students what happens as they say the sounds. (Their mouths gradually
close.)
• Remind the class that vowel sounds can be stretched out. That is why we
tend to emphasize vowel sounds when we call out a person’s name.
• Say a few students’ names with the vowel sounds exaggerated and
elongated: Jehhhhhn-eeee (Jennie).

• Tell the class that we also tend to emphasize vowel sounds when we sing.
• Have the class listen as you sing “Happy Birthday” with only the vowel
sounds: /a/. . . /ee/. . . /er/. . . /ae/. . . /oo/. . . /oo/. . ., etc.
• Remind the class that vowel sounds are very important—every word must
have a vowel sound.
Vowel Discrimination 15 minutes

Note: Students will need the letters that they cut out today again in the
next lesson. Please collect the cards or have students store them carefully.
• Distribute Worksheet 21.1 and scissors to students.
• Explain to students that the worksheet contains the lowercase letters
(spellings) of the following sounds: /i/, /e/, /a/, /u/, and /o/.
Worksheet 21.1 • Have students cut out the letters.
• Tell students that you want them to show you the picture of /i/ when you say
the /i/ sound, /e/ when you say the /e/ sound, /a/ when you say the /a/ sound,
/u/ when you say the /u/ sound, and /o/ when you say the /o/ sound.
• Practice this several times.
• Tell students you will be reading some three-sound words that contain only
one vowel sound. The vowel sound will always be the middle sound, and it
will always be /i/, /e/, /a/, /u/, or /o/.
• Tell students you want them to show you the picture of /i/ when you say a
word that contains the /i/ sound, /e/ when you say a word that contains the
/e/ sound, etc.
Note: If students have trouble hearing a word’s middle sound, say the
word in a segmented fashion: /p/ /i/ /t/. Then repeat the word in its blended
form: pit.
1. pit 7. pet
2. pot 8. nut
3. bag 9. led
4. hid 10. lap
5. pat 11. mud
6. not 12. pop

Demonstration Story: “The Trip to the U.K.”
story called “The Trip to the U.K.”
• Tell students that they have now read about two different characters. Ask
students to share who these characters are. (Beth and Nat, friends from camp)
Page 18 • Remind the class that stories usually have a title. A story’s title tells what the
story is about. The title of this story is “The Trip to the U.K.”
• Ask students, “Who can tell us what the abbreviation U.K. stands for?”
• You may wish to preview the following vocabulary before reading today’s story.
1. cab—a cab, or taxi, is a car you get in where you pay someone to
drive you somewhere.
2. jet—an airplane
3. ramp—the place at the airport where people get on and off an airplane
Purpose for Reading

• Ask students, “Who do you think is going on a trip to the U.K?” (Beth) “Why
do you think she is going on a trip?” Tell students to listen carefully to learn
more about Beth and her trip to the U.K.
• Read the story once without interruption, running a finger or pointer beneath
the words as you read them.
• Tell students you will read the story again, asking them questions along the way.
Page 18
• Ask students, “Why did Beth feel sad?”
Page 20
• Point to the exclamation point in the second sentence. Explain to
students that many sentences end in a period, but sometimes they end
in something else. Ask students, “Does anyone recognize what this is?
It is called an exclamation point, and it means that we should read the
sentence with excitement.”
• Demonstrate the difference between reading a sentence ending in a
period, and reading one that ends in an exclamation point.
• Ask students, “What does Beth mean when she says ‘I got to sit next to
the wing.’”

Pages 22 and 23
• Invite a student volunteer to read the sentences.
• Tell students that at airports, people often hold signs to help others find
them, and to make them feel welcome.
Pages 24 and 25
• Point out the apostrophe in “Nat’s.” Ask students if they remember what
an apostrophe tells us.
• Tell students, “In the U.S., we are used to seeing most cabs, or taxis,
be bright yellow. In the U.K., taxis are bigger cars that are often black.
The driver also sits on the opposite side of the car. This can look very
different to someone who is visiting the U.K. for the first time!”
Page 26
• Ask students, “Who does the bed belong to? How do we know?”
(It is Nat’s bed. The apostrophe in Nat’s tells us.)
Wrap-Up
story.
• Remember to encourage students to answer in complete sentences and to
share the part of the story that supports their answer.
Discussion Questions on “The Trip to the U.K.”

1. Literal Where do Beth and her mom go on their trip? (Beth and her
mom go to the U.K.)
2. Literal Why do they take a trip to the U.K.? (They go to see Nat.)
3. Literal How do they get to the U.K.? (They fly in a jet.)
4. Literal Who is waiting for them at the airport? (Nat and Dot are waiting
for them at the airport.)
5. Literal How do Beth, Nat, and their moms get from the airport to Nat’s
home? (They take a cab.)

Partner Reading: “The Trip to the U.K.”
take out their Readers, and take turns reading the story “The Trip to the U.K.”
aloud to one another.
• If you are not leading a small group, walk around the room listening to
students read, checking comprehension, and asking students to point out
Page 18 punctuation, Tricky Words, and nouns.
• Encourage students who finish early to reread previous stories from the
Reader. Have students complete Worksheet 21.2.
Worksheet 21.2
The Anecdotal Record provided

in the Teacher Resources section
of this Teacher Guide is useful
for keeping a running record of
students’ reading progress. Note
the spellings and/or concepts
that need more practice,
improvements, comprehension
skills, etc.
• Chains:
1. bat > bet > bit > but > hut > hot > hit > sit > set > sat
2. got > get > gut > nut > net > wet > wit > pit > pat > pad
1. flash in the pan 6. The chimps are fun!

2. a word with him 7. The men are so glad.
3. just the two of us 8. Some of them have cats.
4. this one 9. It says to do that.
5. all I said 10. Jim went once.

 Objectives
 Segment words into phonemes by tapping  Use phonics skills when reading the story
one finger for each phoneme and then blend “Bud the Cat” in conjunction with context
the phonemes together to form one-syllable to confirm or self-correct word recognition
(RF.1.4c)
(RF.1.2b) “Bud the Cat,” orally and in writing, requiring
literal recall and understanding of the details
and facts of a fiction text (RL.1.1)
words (RF.1.2c)  Write phonemically plausible spellings for
 Identify common nouns that name people
and things (L.1.1b)
about the story “Bud the Cat” with relevant
decodable text in the story “Bud the
details, expressing ideas and feelings clearly.
Cat” that incorporates the letter-sound
(SL.1.4)
correspondences taught in one-syllable
words with purpose and understanding  Produce complete sentences orally and in
(RF.1.4a) writing (SL.1.6)
periods and question marks, in writing
(L.1.2b)

Mirror, Mirror handheld mirrors (optional) 10

Reviewing Vowel and
Consonant Sounds vowel cards from Worksheet
Vowel Discrimination Game 15
21.1

Small Group Reading: “Bud the Snap Shots; Worksheet 22.1;
Reading Time Cat” scissors; glue
20
Take-Home Material Take-Home Story: “Bud the Cat” Worksheet 22.2 *

Warm-Up 5 minutes
For blending
1. lid (3) /l/ /i/ /d/ 5. risk (4) /r/ /i/ /s/ /k/
2. cab (3) /k/ /a/ /b/ 6. spill (4) /s/ /p/ /i/ /l/
3. jam (3) /j/ /a/ /m/ 7. pest (4) /p/ /e/ /s/ /t/
4. stew (3) /s/ /t/ /oo/ 8. broil (4) /b/ /r/ /oi/ /l/
For segmenting
Reviewing Vowel and Consonant Sounds 25 minutes

Mirror, Mirror 10 minutes
Note: If you have handheld mirrors, you may use them for this exercise. If
you do not, you may have students work with a partner. Tell them to watch
their partner’s mouth when they make the vowel sounds to observe what
happens.
• Ask students to share something that they remember about vowel sounds.
• Summarize the important information:
• Vowel sounds are open-mouth sounds.
• Vowel sounds can be stretched out when someone calls out a name or
sings.
• Every word must have a vowel sound.
• Tell the class that during this lesson they will review consonant sounds.
• Remind the class that most words contain consonant sounds but a few
words do not. For example, the word I does not contain a consonant sound.
• Remind the class that consonant sounds are made with parts of the mouth
touching or momentarily closed. This slows or stops the flow of air leaving
the mouth.
• Have students watch their mouths (or their partner’s mouth) as they say the
consonant sound /m/.

• Point out that when they say this consonant sound, their mouths stay
completely closed. Air does not flow freely from their mouths—it is released
through their noses.
• Have students watch their mouths (or their partner’s mouth) as they say the
consonant sound /p/.
• Point out that when they say this consonant sound, their mouths close
momentarily and then open to release a puff of air. Air does not flow
continuously from their mouths—it is stopped for a moment when their lips
are closed and then it is released.
• Have students watch their mouths as they say the consonant sound /th/.
Some consonant sounds • Point out that when they say this consonant sound, their tongues are
are said in isolation. They between their upper and lower teeth. Air does not flow freely from their
need to be pronounced
mouths—it is slowed down as it moves around their tongues.
with vowel sounds in order
to be heard clearly. In fact, • Point out that none of these consonant sounds are made with a wide open
the word consonant means
“sounded with,” indicating mouth, which is the way that vowel sounds are made.
that a consonant sound
• Have the class listen as you sing “Happy Birthday” with only the consonant
needs to be sounded with a
vowel sound. sounds: /h/. . . /p/. . . /b/. . . /th/. . . /d/. . . /t/. . . /y/, etc.
• Point out that this song sounds like a bunch of clipped, almost inaudible
sounds without the vowel sounds.
Vowel Discrimination Game 15 minutes

If students need • Distribute the vowel cards students cut out from the previous lesson.
additional practice
discriminating • Tell students that you want them to show you the picture of /i/ when you say
sounds, you may use the /i/ sound, /e/ when you say the /e/ sound, /a/ when you say the /a/ sound,
the Pausing Point /u/ when you say the /u/ sound, and /o/ when you say the /o/ sound.
exercise “Distinguish
Similar Sounds” and • Practice this several times.
the activities in the
Assessment and • Next, tell students that you will be reading some three-sound words that
Remediation Guide for contain only one vowel sound. The vowel sound will always be the middle
practice with vowels.
sound, and it will always be /i/, /e/, /a/, /u/, or /o/.
• Tell students you want them to show you the picture of /i/ when you say a
word that contains the /i/ sound, /e/ when you say a word that contains the
/e/ sound, etc.
Note: If students have trouble hearing a word’s middle sound, say the word
in a segmented fashion: /h/ /o/ /p/. Then repeat the word in its blended
form: hop.
1. hop 5. cat 9. pat

2. shed 6. bet 10. hum
3. pin 7. top 11. wet
4. gum 8. chip 12. had

Grammar 10 minutes
Identifying Nouns
Note: In this grammar lesson you will continue to discuss nouns as parts of
speech that name things.
• Begin with a review: Say the phrase, “ball rolls,” and have students listen
carefully and repeat it after you.
• Ask students which word in the phrase names a thing. Remind them that a
word that names a thing is a part of speech called a noun.
• Tell students that today they are going to learn some more words that are
nouns that name things.
you the word that names a thing in the phrase.
Note: The last two examples are plural nouns.
1. car starts 3. red books

2. big toe 4. fingers wiggle
• Remind students that a noun can be at the beginning of a phrase or at the

end.
• Tell them to listen carefully to the following phrases and ask them to tell you
the word that names a thing and is a noun.
1. telephone rings 2. red bicycle
• Ask students whether the noun is at the beginning or at the end of the
phrase.
thing. (noun)

Small Group Reading: “Bud the Cat”
• Tell students that they will get to read another story today from Snap Shots.
Ask students, “What has Beth taken snap shots of so far?”
• Review the previous stories. Ask students, “Where did Beth travel to with her
mom?” (U.K.) “Who is she visiting?” (Nat and Dot)
Page 28
• Tell students that they will be reading about a cat named Bud.
Previewing the Spellings
• You may wish to preview the Tricky Words have and said.
• You may wish to preview the following vocabulary before reading today’s
story.
1. vet—a doctor for animals (short for veterinarian)

2. cast—a thick wrapping that surrounds a body part that has a broken
bone
Previewing Grammar
• Tell students that they have now read sentences that end in a period and in
an exclamation point. Write these two symbols on the board.
• Write a question mark on the board. Ask students if anyone recognizes this
type of ending.
• Tell students that this is a question mark. It is used at the end of a sentence
that is a question. Tell students that they will see a question mark in today’s
story.
Purpose for Reading
• Tell students to read today’s story to learn about Bud the cat.

Small Group Work
Note: Worksheet 22.1 asks students to sequence the events of the story.
Before having students read the story, review the worksheet with them,
explaining the directions.
 Group 1: Ask students who are able to do independent work to sit with their
partners, take out their Readers, and take turns reading the story “Bud the
Cat” aloud to one another. Ask them to complete the worksheet on “Bud the
Worksheet 22.1
Cat.”
 Group 2: Have students who need more support when reading form a group.
Listen to students read, check comprehension, and ask students to point out
new spellings. Complete the worksheet together.
Wrap-Up
• Review Worksheet 22.1. You may use the discussion questions below to
further assess comprehension.
Discussion Questions on “Bud the Cat”

1. Literal Where did Nat get Bud? (Nat got Bud from the vet.)
2. Literal What was wrong with Bud? (His leg was bad.)
3. Inferential How do you think Nat felt about getting Bud the cat? What
part of the story shows you how Nat felt? (Answers may vary.)
Take-Home Material
Take-Home Story: “Bud the Cat”
• Have students take Worksheet 22.2 home so they can practice reading the
story with a family member.

 Objectives
 Read and write letter-sound correspondence  Write phonemically plausible spellings for
‘ck’ > /k/ (RF.1.3a) words that cannot be spelled correctly with
decodable text in the story “The Fish”  Describe people, places, things, and events
that incorporates the letter-sound from the story “The Fish” with relevant
correspondences taught (RF.1.4a) details, expressing ideas and feelings clearly
(SL.1.4)
 Use phonics skills in conjunction with
context to confirm or self-correct word  Produce complete sentences orally and in
recognition and understanding, rereading writing (SL.1.6)
as necessary (RF.1.4c)  Read and write one-syllable words from
 Ask and answer questions about the story the story “The Fish” that include the letter-
“The Fish,” orally or in writing, requiring sound correspondences taught (RF.1.3b)
literal recall and understanding of the
details and facts of a fiction text read

Warm-Up Tricky Word Review Tricky Word Wall 5
Concept Review Consonant Sounds 5
Double-Letter Spellings 15
Reviewing the Spellings Consonant Flip Book; Spelling
The Sound /k/ Spelled ‘ck’ 15
Card for ‘ck’ > /k/ (black)
Reading Time Small Group Reading: “The Fish” Snap Shots; Worksheet 23.1 20
Take-Home Material Take-Home Story: “The Fish” Worksheet 23.2 *

Warm-Up 5 minutes
Tricky Word Review
• Randomly point to a word on the Tricky Word Wall, then call on a student to
read the word and use it in a sentence.
Concept Review 5 minutes

Consonant Sounds
• Remind the class that during the last lesson they reviewed consonant sounds.
• Tell students, “One example of a consonant is the letter ‘b’. When we see ‘b’,
we make the sound /b/.”
• Ask students to give you a few more examples of consonants, sharing the
letter name and the sound we make when reading it.
• Ask students to now share information that they remember about consonant
sounds. Prompt students by asking them to think about what was discussed
when they watched their mouths making consonant sounds in the previous
lesson.
• Summarize the important information:
• Consonant sounds are made with parts of the mouth touching or
momentarily closed.
• The flow of air leaving the mouth is slowed or stopped.
• Most words contain consonant sounds.

Double-Letter Spellings 15 minutes
• Tell students that many consonant sounds can be written with either a single
letter or with two of the same letter.
• Write the letter ‘b’ on the board.
• Ask students what sound the letter ‘b’ stands for. (They should say /b/.)
• Write the spelling ‘bb’ on the board.
• Tell students that this spelling is another way to write the /b/ sound.
• Write the words bed and ebb on the board.
• Point out that in the word bed, the /b/ sound is written with the spelling ‘b’. In
the word ebb, the /b/ sound is written with the double-letter spelling ‘bb’.
• Continue to demonstrate this principle using the spellings and words that
follow.

• Once you have discussed all of the spellings listed here, tell the class that
these double-letter spellings are never found at the beginning of words. They
are found at the end of words or in the middle of longer words.
Note: The two-syllable example word comment is included in this exercise
because ‘mm’ is not found in common one-syllable words. Help students
read the word if necessary. Two-syllable words are not explicitly taught or
included in the Readers until Unit 4.
1. b—bb: bed—ebb 5. l—ll: leg—bell

2. d—dd: dog—add 6. m—mm: mad—comment
3. f—ff: fun—stuff 7. s—ss: sit—dress
4. g—gg: get—egg
The Sound /k/ Spelled ‘ck’ 15 minutes

Note: In this exercise you will sort words that contain the /k/ sound spelled
‘c’, ‘k’, or ‘ck’ on the board. It will be useful to discuss with students how
the double slashes with a letter in between refer to a sound. A useful
phrase to differentiate letters and sounds that you can teach students is,
“Letters you see, sounds you hear.”
• Write /k/ on the board. Explain that the letter ‘k’ in slashes stands for the
sound /k/.
• Write the letter ‘c’ on the board below /k/ and ask students what sound the
letter ‘c’ stands for. (They should say /k/.)
• Write the word cat under the header ‘c’.
• Ask students to think of another word that contains the /k/ sound spelled with
‘c’ and write it under the header ‘c’.
• Write the letter ‘k’ on the board and ask students what sound the letter ‘k’
stands for. (They should say /k/.)
• Write the word kid under the header ‘k’.
‘k’ and write it under the header ‘k’.
• Write the spelling ‘ck’ on the board.
• Explain that this spelling also stands for the /k/ sound.
• Write the word duck under the ‘ck’ header and have students read the word.
• Tell students that the spelling ‘ck’ is like the double-letter spellings that they
have learned: It never comes at the beginning of a word—only at the end, or
in the middle of longer words.

• Turn to Consonant Flip Book page 5 and put the Spelling Card on the
practice discriminating
sounds, you may use the appropriate space. Discuss the power bar.
“Distinguish the Spellings
• Write additional words (see table below) on the board and ask students where
‘c’, ‘k’, and ‘ck’ for the to add them in the table.
Sound /k/” and the
activities in the Assessment • Summarize by saying that the sound /k/ can be spelled three different ways,
and Remediation Guide. with ‘c’ as in cat, ‘k’ as in kid, and ‘ck’ as in duck. The spelling ‘ck’ never
occurs at the beginning of a word.
/k/
‘c’ ‘k’ ‘ck’
cat kid duck
cash kiss back
cap skin thick
Reading Time 20
Small Group Reading: “The Fish”
• Tell students that the last story they read was about a cat. Tell students they
will get to read about another type of pet. Give students hints to see if they can
guess the other type of pet Nat has: it has fins, not fur; it swims in an aquarium.
Note: We suggest you read each story prior to each day’s lesson. Based
Page 32 on your knowledge of students and their abilities, you may add or subtract
spellings to preview as you see fit.
• You may wish to preview the following spellings before reading today’s story:
‘sh’ > /sh/ ‘ch’ > /ch/

ship chip
splash lunch
Previewing Grammar
• Remind students about the apostrophe, and tell them that they will see this in
today’s story.
Small Group Work
• Before breaking into small groups, you may want to review the worksheet
with the class, reminding them to answer in complete sentences and to
review any unknown words. Remind students that they should look back to
the story if they need help finding the answer.
Note: Remember that is important to hear students read each week. Please
alternate small groups so you have an opportunity to work with each
student in a small group setting.

 Group 1: Ask students to sit with their partners, take out the Readers, and
take turns reading the story “The Fish” aloud to one another. If students
finish quickly, have them reread previous stories or ask them to complete
Worksheet 23.1.
 Group 2: Read today’s story with this small group. Listen to students
read, check comprehension, and ask students to point out new spellings.
Worksheet 23.1
Complete Worksheet 23.1 together.
Wrap-Up
• Review Worksheet 23.1 as a class. Ask students if there were any parts of the
story they did not understand.
Take-Home Material
Take-Home Story: “The Fish”
Words with asterisks can
be found on the Dolch and/ 1. add* 5. off* 9. still* 13. class
or Fry Word List.
2. back* 6. pick* 10. tell* 14. egg
3. black* 7. shall* 11. well* 15. grass
4. miss* 8. spell* 12. will* 16. odd
• Chains:
1. buck > back > sack > sick > sill > fill > fell > well > will > mill
2. pill > hill > hiss > kiss > kick > pick > pin > pun > puff > huff

1. Pass the buck!

2. Go hit the sack.
3. neck and neck
4. Fill it up!
5. thick and thin
6. Pass that truck!
7. Can Ben crack the egg?
8. It can add up.
9. Do not toss rocks!
10. Kim is in a black dress and a red hat.
Code Knowledge
decodable.
decodable.
• The sound /b/ is spelled ‘bb’ approximately 4 percent of the time.
• The sound /d/ is spelled ‘dd’ approximately 2 percent of the time.
• The sound /f/ is spelled ‘ff’ approximately 9 percent of the time.
• The sound /g/ is spelled ‘gg’ approximately 8 percent of the time.
• The sound /l/ is spelled ‘ll’ approximately 13 percent of the time.
• The sound /m/ is spelled ‘mm’ approximately 4 percent of the time.
• The sound /s/ is spelled ‘ss’ approximately 8 percent of the time.
• The sound /k/ is spelled ‘ck’ approximately 10 percent of the time.

 Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common
Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart
for additional standards addressed in all lessons in this unit.
 Read and write letter-sound correspondence  Produce complete sentences orally and in
‘ck’ > /k/ (RF.1.3a) writing (SL.1.6)
 Write phonemically plausible spellings for  Use common, proper, and possessive nouns
words that cannot be spelled correctly with orally and in own writing (RF.1.3b)
current code knowledge (L.1.2e)  Use common, proper, and possessive nouns
orally and in own writing (L.1.1b)

Warm-Up Noun Hunt Snap Shots 10
Double-Letter Spellings 10
The Sound /k/ Spelled ‘ck’ 15
Practice Word Sort with ‘c’, ‘k’, and ‘ck’ pencils; Worksheet 24.1 25
Warm-Up 10 minutes
Noun Hunt
• Ask students, “What do we call the parts of speech that name a person or a
thing?” (nouns)
• Ask students to provide examples of a person and a thing.
• Ask students to take out Snap Shots and turn to the first story, “Beth.” Tell
them you will give them three minutes to work with a partner and find as
many nouns as they can.
Page 2
• Review as a class the nouns found on each page.

Double-Letter Spellings 10 minutes
If students need additional Note: A few two-syllable example words are included in this exercise
practice, you may use the because several of these double-letter spellings are not found in common
one-syllable words. Help students read these words if necessary. Two-
“Write the Sound Pictures
Reviewed in Unit 1.” syllable words are not explicitly taught or included in the Readers until Unit 4.
• Tell students that today they will review some double-letter spellings.
• Remind students that many consonant sounds can be written with either a
single letter or with two of the same letter.
• Write the letter ‘c’ on the board.
• Ask students what sound the letter ‘c’ stands for. (They should say /k/.)
• Write the spelling ‘cc’ on the board.
• Tell students that this spelling is another way to write the /k/ sound.
• Write the words cat and hiccup on the board.
• Point out that in the word cat, the /k/ sound is written with the spelling ‘c’. In
the word hiccup, the /k/ sound is written with the double-letter spelling ‘cc’.
• Continue to demonstrate this principle using the spellings and words listed.
• Once you have discussed all of the spellings listed, tell the class that these
double-letter spellings are never found at the beginning of words. They are
found at the end of words or in the middle of longer words.
1. c—cc: cat—hiccup
2. n—nn: not—tennis
3. p—pp: pen—happen
4. r—rr: run—ferret
5. t—tt: tip—mitt
6. z—zz: zip—buzz
7. f—ff: fun—stuff (review from previous lesson)
8. l—ll: leg—bell (review from previous lesson)

The Sound /k/ Spelled ‘ck’ 15 minutes
Note: This exercise is identical to the one you taught in the last lesson, but
uses different words.
• Remind students that the other day, they reviewed the sound /k/. Write this
letter at the top of the board as shown in the diagram below.
• Write the letter ‘c’ on the board and ask students what sound the letter ‘c’
• Write the word clap under the header ‘c’.
‘c’ and write it under the header ‘c’.
• Write the letter ‘k’ on the board and ask students what sound the letter ‘k’
• Write the word kit under the header ‘k’.
‘k’ and write it under the header ‘k’.
• Write the spelling ‘ck’ on the board.
• Write the word rock under the ‘ck’ header and have students read the word.
• Remind students that the spelling ‘ck’ never comes at the beginning of a
word—only at the end, or in the middle of longer words.
• Write the spelling ‘cc’ on the board.
• Write hiccup under the ‘cc’ header and explain that this spelling only occurs
in the middle of longer words.
• Write additional words under the three headers ‘c’, ‘k’, and ‘ck’ and have
students read them.
• Summarize by saying that the sound /k/ can be spelled four different ways,
with ‘c’ as in cat, ‘k’ as in kit, ‘ck’ as in rock, and ‘cc’ as in hiccup. The
spellings ‘ck’ and ‘cc’ never occur at the beginning of a word.
/k/
‘c’ ‘k’ ‘ck’ ‘cc’
clap kit rock hiccup
scab skin buck
cups desk thick

Practice 25 minutes
Word Sort with ‘c’, ‘k’, and ‘ck’
• Explain that the words in the box contain the sound /k/ spelled ‘c’ as in cup, ‘k’ as
in kid, or ‘ck’ as in luck. Students have to sort the words by their spellings for /k/.
• Read the words in the box as a class. Ask students to circle the /k/ sound in
each word.
Worksheet 24.1 • Tell students that they now must write the words under the correct column. If
students finish before others, they may reread a story from Snap Shots.
• Review the worksheet as a class.
1. Ann 5. jazz
2. buzz 6. Matt
3. fuzz 7. mitt
4. inn
Code Knowledge
decodable.
decodable.
• The sound /k/ is spelled ‘cc’ approximately 1 percent of the time.
• The sound /n/ is spelled ‘nn’ approximately 3 percent of the time.
• The sound /p/ is spelled ‘pp’ approximately 7 percent of the time.
• The sound /r/ is spelled ‘rr’ approximately 3 percent of the time.
• The sound /t/ is spelled ‘tt’ approximately 5 percent of the time.
• The sound /z/ is spelled ‘zz’ approximately 1 percent of the time.

 Objectives
 Read one-syllable words in the Code  Differentiate between the consonants /s/ and
Flip Book that include the letter-sound /z/, and choose the correct spelling (RF.1.2d)
correspondences taught (RF.1.3b)  Read Tricky Words was, when, and why (RF.1.3g)

Cards for ‘pp’ > /p/ (napping),
Warm-Up Flip Book Review ‘bb’ > /b/ (rubbing), tt’ > /t/ 5
(sitting), ‘dd’ > /d/ (add), ‘cc’ >
/k/, (hiccup), ‘gg’ > /g/ (egg)
Reviewing the Sounds Sister Sounds /s/ and /z/ 10
Reviewing the Spelling The Sound /z/ Spelled ‘s’ 10
was, when, why
10
Reviewing the Spellings dry erase boards or blank index

Word Sort 25
for /k/ cards; markers
Advance Preparation
Write the Tricky Words was, when, and why on yellow index cards.
Today you will review a number of double-letter spellings using the
Consonant Flip Book. You may want to tab the pages of the Flip Book ahead
of time; please see the Warm-Up section to see which pages to tab.
Note to Teacher
Today you will discuss the sister sounds /s/ and /z/ with students. The
sounds /s/ and /z/ are both made by positioning the tongue close to the ridge
behind the upper teeth. The only difference is that /s/ is unvoiced and /z/ is
voiced. The spelling ‘s’ is pronounced /s/ after unvoiced consonant sounds
and /z/ after voiced consonant sounds. This is because once the voice box
begins to vibrate, it “wants” to continue vibrating. When saying the word
dogs, the voice box begins to vibrate with the voiced consonant sound /g/.
The voice box then continues vibrating, which means that the last sound in
the word is /z/, not /s/. Conversely, when saying cats, the voice box does not
begin to vibrate with the unvoiced consonant sound /t/. Because the voice
box does not begin to vibrate, the last sound in the word is /s/.
Warm-Up 5 minutes
Flip Book Review
• Review with students some of the double-letter spellings by using the
Consonant Flip Book. For each page, have students say both the spelling and
sound for each card. Point out the power bar, and say the example word.
• Today’s sound/spelling correspondences can be found on the following
pages of the Consonant Flip Book.
Consonant Flip Book

1. ‘pp’ > /p/ (napping) Consonant Flip Book p. 1
2. ‘bb’ > /b/ (rubbing) Consonant Flip Book p. 2
3. ‘tt’ > /t/ (sitting) Consonant Flip Book p. 3
4. ‘dd’ > /d/ (add) Consonant Flip Book p. 4
5. ‘cc’ > /k/ (hiccup) Consonant Flip Book p. 5
6. ‘gg’ > /g/ (egg) Consonant Flip Book p. 6

Sister Sounds /s/ and /z/
If students need practice • Explain to students that /s/ and /z/ sound very similar. Ask students, “What
discriminating sister do we call sounds that sound very much alike?” (sister sounds) Both of
sounds, you may use the
these consonant sounds are made by positioning the tongue close to the
“Distinguish Similar ridge behind the upper teeth and pushing air out of the mouth. There is a
Sounds” and the activities difference, however.
Remediation Guide. • Tell students to place their fingers over their ears and their palms on their
cheeks, or place their fingertips on their throats.
Remind students, “Letters
you see, sounds you hear.” • Have students alternate between saying the /s/ sound and the /z/ sound,
stretching each one out.
• Explain that the /z/ sound is buzzier than the /s/ sound; it makes our mouths
vibrate.
• Tell students that you are going to say two words: one word will begin with
the /s/ sound and one word will begin with the buzzy /z/ sound. Students
should listen carefully and then place their fingers on their throats (or cover
their ears) and repeat both words.
• Say the first pair of words.
• Ask students which word begins with the buzzy /z/ sound.

• Repeat this process with the remaining word pairs.
1. First sound: sip—zip; sap—zap; sit—zit; sing—zing

2. Last sound: bus—buzz; hiss—his; peace—peas; lice—lies;
pace—pays; niece—knees
Reviewing the Spelling 10 minutes

The Sound /z/ Spelled ‘s’
• Write the word cats on the board and have a student read it out loud.
• Ask students what sound they hear at the end of this word. (/s/)
• Point out that the ‘s’ at the end of cats shows that we are talking about more
than one cat. (The ‘s’ is a plural marker.)
• Write the word dogs on the board and have a student read it out loud.
• Ask students what sound they hear at the end of this word. (/z/)
• Tell the class that the letter ‘s’ at the beginning of a word is almost always
pronounced /s/. However, in some other places, especially at the end of a
word, the letter ‘s’ is often pronounced /z/.
• Write plants on the board and have a student read it out loud.
• Ask students what sound they hear at the end of this word. (/s/)
• Repeat with the words listed below.
1. pots (/s/) 5. mats (/s/)

2. cups (/s/) 6. mugs (/z/)
3. ponds (/z/) 7. rugs (/z/)
4. pans (/z/)
• Point out that the spelling alternative ‘s’ for /z/ is also used in some other
common words that are not plurals.
If you have the word is on • Write the following words on the board and have the students read them: is,
the Tricky Word wall, you has, his, as.
can now remove it.
• Point out that the word is is no longer a Tricky Word. In the Reader it will not
be underlined in gray anymore.
/z/ • Write the symbol /z/ on the board and explain that this represents the sound /z/.
s z • Write the spellings ‘s’ and ‘z’ below /z/ and explain that both spellings
dogs zip represent the same sound, /z/.

Tricky Word Cards
• Write the words was, when, and why on yellow index cards. Tell students they
will learn three new Tricky Words today.
Tricky Word: Was
• Show students the Tricky Word card was and ask how they would pronounce
it by blending. (They might say /w/ /a/ /s/ or /w/ /a/ /z/.)
• Explain that this word is actually pronounced /w/ /u/ /z/ as in, “I was happy.”
• Write was on the board. Circle the letter ‘w’ and explain that it is pronounced
• Underline the letter ‘a’ and explain that it is the tricky part of the word. They
would probably expect this letter to be pronounced /a/, but it is pronounced /u/.
• Circle the letter ‘s’ and explain that in the word was, the letter ‘s’ stands for
the /z/ sound.
• Tell students that when reading was, they have to remember to pronounce
the letter ‘a’ as /u/ and the letter ‘s’ as /z/.
• Tell students that when writing was, they have to remember to spell the /u/
sound with the letter ‘a’ and the /z/ sound with the letter ‘s’.
Tricky Word: When
• Show students the Tricky Word card when and ask how they would
pronounce it by blending. (They may say /w/ /h/ /e/ /n/.)
• Explain that this word is actually pronounced /w/ /e/ /n/ as in, “When did you
get here?”
• Write when on the board. Underline the letters ‘w’ and ‘h’ and explain that
this is the tricky part of the word. They would probably expect this to be
pronounced /w/ /h/, but it is pronounced /w/.
• Circle the letter ‘e’ and explain that it is pronounced /e/, as they would
probably expect.
• Circle the letter ‘n’ and explain that it is pronounced /n/, as they would
probably expect.
• Tell students that when reading when, they have to remember to pronounce
the letters ‘w’ ‘h’ as /w/.
• Tell students that when writing when, they have to remember to spell the /w/
sound with the letters ‘w’ ‘h’.

Tricky Word: Why
• Show students the Tricky Word card why.
• Tell students that this word is pronounced /w/ /ie/ as in, “Why did you say that?”
• Write why on the board. Underline the letters ‘w’ and ‘h’ and explain that this is
a tricky part of the word.
• Underline the letter ‘y’ and explain that it is another tricky part of the word.
They would probably expect this letter to be pronounced /y/, but it is
pronounced /ie/.
• Tell students that when reading why, they have to remember to pronounce
the letters ‘w’ ‘h’ as /w/ and the letter ‘y’ as /ie/.
• Tell students that when writing why, they have to remember to spell the /w/
sound with the letters ‘w’ ‘h’ and the /ie/ sound with the letter ‘y’.
Reviewing the Spellings for /k/ 25 minutes

Word Sort
• Tell students that they will now review the spellings for the sound /k/. Ask
students to tell you the three different spellings for the /k/ sound, and record
their answers on the board.
• Pass individual erase boards or large index cards out to students, one board/
card per student.
• Tell students that you will call their name, say a word, and they should then
spell the word aloud. If they are correct, you will ask them to write that word
on their board/card.
• Read the words from the box in random order. If there are more students in
the class than words listed, have some students write the same words on
their boards.
• Have each student show the class and read the word on his or her dry erase
board or index card out loud.
• Ask students to identify the spelling for the /k/ sound in the words. For
example, a student who wrote the word cup would say, “I have the ‘c’
spelling for the /k/ sound.”
• Explain that you want students to form groups: one group for words with /k/
spelled ‘c’, one group for /k/ spelled ‘ck’, and one group for /k/ spelled ‘k’.
• Have students form the groups.

• If there is time, have students exchange their boards and have them form the
groups again.
‘c’ ‘k’ ‘ck’

clap kit duck
cup kids lick
can skip pick
cats skin quick
crash milk snack
act ask truck
scab desk luck
Take-Home Material
Phrasemaker
 Have students take Worksheet 25.1 home so they can practice reading
and writing with a family member.
are on the Dolch and/or Fry 1. as* 5. bugs 9. hands 13. pigs
Word List.
2. is* 6. dogs 10. jobs 14. runs
3. has* 7. eggs 11. kids 15. tells
4. his* 8. ends 12. legs 16. things
• Chains:
1. kings > wings > rings > ribs > bibs > bins > shins > wins > chins
2. tags > bags > rags > rugs > bugs > hugs > hogs > dogs > logs > legs

• Phrases:
1. wings and legs 6. Mum’s the word.

2. Kids held hands. 7. Was it his hat?
3. shells in the sand 8. I smell a rat.
4. frogs on a log 9. Pass the buck.
5. bags of stuff 10. Jack brings things with him.
Code Knowledge
decodable.
decodable.
• The sound /z/ is spelled ‘s’ approximately 90 percent of the time.
• Was is one of the 10 most common words in most samples of written
English. In a typical passage of 1,000 words, was occurs 5 to 15 times.
• When is one of the 40 most common words in most samples of written
English. In a typical passage of 1,000 words, when occurs 2 to 6 times.
• Why is one of the 200 most common words in most samples of written
English. In a typical passage of 1,000 words, why occurs 0 to 2 times.

 Objectives
 Read one-syllable words in the Code Flip Book  Ask and answer questions about the story
that include the letter-sound correspondences “The Flag Shop,” orally and in writing,
taught (RF.1.3b) requiring literal recall and understanding
of the details and facts of a fiction text read
 Identify common nouns that name people,
places, and things (L.1.1b)
 Write phonemically plausible spellings for
decodable text in the story “The Flag
Shop” that incorporates the letter-sound
correspondences taught (RF.1.4a)  Describe people, places, things, and events
from the story “The Flag Shop” with relevant
 Use phonics skills in conjunction with context
details, expressing ideas and feelings clearly
while reading the story “The Flag Shop” to
(SL.1.4)
confirm or self-correct word recognition and
understanding, rereading as necessary (RF.1.4c)  Produce complete sentences orally and in
writing (SL.1.6)
 Read and write one-syllable words in the story
“The Flag Shop” that include the letter-sound
correspondences taught (RF.1.3b)

Cards for ‘ff’ > /f/ (stuff),
Warm-Up Flip Book Review ‘ss’ > /s/ (dress), ‘zz’ > /z/ (buzz), 10
‘mm’ > /m/ (swimming), ‘nn’ > /n/
(running), ‘rr’ > /r/ (ferret)
Demonstration Story: “The Flag Snap Shots Media Disk or Big
Reading Time Shop” Book
15
Small Group Reading: “The Flag

Reading Time Shop”
Take-Home Material Noun Sort Worksheet 26.2 *

Advance Preparation
Today you will review a number of the double-letter spellings using the
Consonant Flip Book. You may want to tab the pages of the Flip Book ahead
of time; please see the Warm-Up section to see which pages to tab.
Warm-Up 10 minutes
Flip Book Review
• Review with students some of the double-letter spellings by using the
Consonant Flip Book. For each page, have students say both the spelling and
sound for each card. Point out the power bar, and say the example word.
• Today’s sound-letter correspondences can be found on the following pages
of the Consonant Flip Book.
Consonant Flip Book

1. ‘ff’ > /f/ (stuff) Consonant Flip Book p. 9
2. ‘ss’ > /s/ (dress) Consonant Flip Book p. 11
3. ‘zz’ > /z/ (buzz) Consonant Flip Book p. 12
4. ‘mm’ > /m/ (swimming) Consonant Flip Book p. 15
5. ‘nn’ > /n/ (running) Consonant Flip Book p. 16
6. ‘rr’ > /r/ (ferret) Consonant Flip Book p. 18
Grammar 10 minutes
Identifying Nouns
Nouns naming people
• Remind students that they have been learning about nouns that name people.
• Tell students to listen carefully to the next phrase and repeat it after you.
• Say, “mom sings,” and ask, “Which word in the phrase names a person?”
• When students have given the correct answer, say, “The word mom is a
person and the word for a part of speech that names a person is noun.”
Nouns naming things
• Remind students that they have also been learning about nouns that name things.
• Say, “ball rolls,” and ask, “Which word in the phrase names a thing?”
• When students have given the correct answer, say, “The word ball is a thing
and the word for a part of speech that names a thing is noun.”

thing. (noun)
Nouns naming places
• Tell students that nouns can also name places.
• Say, “my school,” and ask, “Which word in the phrase names a place?”
• When students have given the correct answer, say, “The word school is a place
and the word for a part of speech that names a place is noun.”
Practice
• Tell students to listen carefully to the following phrases and ask them to tell you
the word that is a person, place, or thing, and therefore a noun.
1. my mom 3. our house 5. the principal

2. a big dog 4. the playground 6. a book

person, place, or thing. (noun)

Demonstration Story: “The Flag Shop”
• Load the Media Disk for Snap Shots or take out the Big Book and display “The
Flag Shop.”
• Tell students that in this story, Nat, Beth, and their moms go to a flag shop.
• Tell students that each country has a flag that is unique. The U.S. flag is red,
Page 36 white, and blue, and has stars and stripes.
Note: If there is a flag in your room, have students point to the flag.
• Tell students that flags are made up of symbols and colors that represent
important things about each country. Ask students, “Who knows what the
stars stand for in our flag?” (Fifty stars stand for America’s 50 states.)
• In today’s story, Beth and Nat and their moms will see the flags for many
countries.
Purpose for Reading
• Tell students to read carefully to find out what types of flags Beth, Nat, and their
moms get to see on their trip to the flag shop.

• Read the story through once without interruption, tracking the words with your
finger or pointer.
• Read the story a second time, and tell students that you will ask them questions
along the way.
Page 36
• Ask students, “Who can remind us what U.K. stands for?”
• Ask students, “Who can tell us a noun that names a place on this page?”
Page 37
• Tell students that Beth’s mom is saluting, which is a proper way of greeting
in the military. She is in front of the U.S flag. The other flags represent other
countries.
• Ask students, “Who can tell us a noun that names a person on this page?”
Page 38
• Invite students to read the sentences.
• Ask students, “Who can tell us a noun that names a thing on this page?”
Wrap-Up
story. Remind students to anwer in complete sentences, and to share the part of
the story that provides the answer.
Discussion Questions on “The Flag Shop”

1. Literal Where do Beth, Nat, and their moms go to in this story?
(They go to a flag shop.)
2. Literal Which flags does Beth say they see? (They see French, U.S.,
and U.K. flags.)
3. Inferential What do the U.S. and U.K. flags have in common? What is
different? (They are both red, white, and blue; both have stripes; the
U.S. flag has stars and the U.K. flag does not.)

Small Group Reading: “The Flag Shop”
 Small Group 1: Ask students who are able to do independent work to sit with
their partners, take out their Readers, and take turns reading the story “The
Flag Shop” aloud to one another. Have them complete Worksheet 26.1.
If students finish quickly, have them reread previous stories from the Reader.
Page 36
 Small Group 2: Have students who need more support when reading form
a group. Listen to students read, check comprehension, and ask students
to point out new spellings. Providing guided support, have them complete
Worksheet 26.1.
• Review Worksheet 26.1 as a class.
Worksheet 26.1
Take-Home Material
Noun Sort
• Have students take Worksheet 26.2 home to complete with a family member.

 Objectives
 Segment words into phonemes by tapping  Isolate and pronounce initial, medial vowel,
one finger for each phoneme and then blend and final sounds in spoken single-syllable
the phonemes together to form one-syllable words (RF.1.2c)
words (RF.1.2d)  Read and write Tricky Words where, what,
 Orally produce words with various vowel and and which (RF.1.3g)
consonant sounds by blending the sounds
(RF.1.2b)
where, what, which
20
Reviewing Punctuation
Question Mark 5
Marks
pencils; blank index cards
Practice Tricky Word Cards
(6 per student)
30
Advance Preparation
Write where, what, and which on yellow index cards.
Warm-Up 5 minutes
 Follow the instructions in Lesson 1.
1. fat (3) /f/ /a/ /t/ 5. clean (4) /k/ /l/ /ee/ /n/
2. rough (3) /r/ /u/ /f/ 6. frame (4) /f/ /r/ /ae/ /m/
3. rat (3) /r/ /a/ /t/ 7. spike (4) /s/ /p/ /ie/ /k/
4. leg (3) /l/ /e/ /g/ 8. child (4) /ch/ /ie/ /l/ /d/

Tricky Word Cards
• Tell students that today’s Tricky Words are all question words. One part of
them is tricky in the same way.
Tricky Word: Where
• Show students the Tricky Word card where and ask how they would
pronounce it by blending. (They may say /w/ /h/ /e/ /r/ /e/.)
• Tell students that this word is pronounced /w/ /e/ /r/ as in, “Where did you get
that soda?”
• Write where on the board. Underline the letters ‘w’ and ‘h’ and explain that
this is a tricky part of the word. It is pronounced /w/ as in when.
• Underline the letters ‘e’ ‘r’ ‘e’ and explain that this is another tricky part of the
word. They would probably expect these letters to be pronounced /e/ /r/ /e/,
but they are pronounced /e/ /r/.
• Tell students that when reading where, they have to remember to pronounce
the letters ‘w’ ‘h’ as /w/, and the letters ‘e’ ‘r’ ‘e’ as /e/ /r/.
• Tell students that when writing where, they have to remember to spell the /w/
sound with the letters ‘w’ ‘h’, and the /e/ /r/ sound with the letters ‘e’ ‘r’ ‘e’.
Tricky Word: What
• Show students the Tricky Word card what and ask how they would pronounce
it by blending. (They may say /w/ /h/ /a/ /t/.)
• Tell students that this word is actually pronounced /w/ /u/ /t/ as in, “What did
you say?”
• Write what on the board. Underline the letters ‘w’ and ‘h’ and explain that this
is a tricky part of the word. It is pronounced /w/ as in when, where, and why.
• Underline the letter ‘a’ and explain that it is another tricky part of the word.
They would probably expect this letter to be pronounced /a/, but it is
pronounced /u/.
• Circle the letter ‘t’ and explain that it is pronounced /t/, as they would
probably expect.
• Tell students that when reading what, they have to remember to pronounce
the letters ‘w’ ‘h’ as /w/ and the letter ‘a’ as /u/.
• Tell students that when writing what, they have to remember to spell the /w/
sound with the letters ‘w’ ‘h’ and the /u/ sound with the letter ‘a’.
Tricky Word: Which
• Show students the Tricky Word card which and ask how they would
pronounce it by blending. (They may say /w/ /h/ /i/ /ch/.)

• Tell students that this word is actually pronounced /w/ /i/ /ch/ as in, “Which
jacket is yours?”
• Write which on the board. Underline the letters ‘w’ and ‘h’ and explain that
this is the tricky part of the word. It is pronounced /w/ as in when, where,
why, and what.
• Circle the letter ‘i’ and explain that it is pronounced /i/, as they would
probably expect.
• Circle the spelling ‘ch’ and explain that it is pronounced /ch/, as they would
probably expect.
• Tell students that when reading which, they have to remember to pronounce
the letters ‘w’ ‘h’ as /w/.
• Tell students that when writing which, they have to remember to spell the /w/
sound with the letters ‘w’ ‘h’.
Practice
• Flash the Tricky Word cards taught today. Ask students to say the word, and
use it in a sentence. Remind students that as these are question words, their
sentences should be questions.
Reviewing Punctuation Marks 5 minutes

Question Mark
Tell students that sentences • Explain that today’s Tricky Words are all question words. These words are
that start with ‘wh’ words used to ask questions. The question words ask for different things, but they
are often questions.
all help to find out more information.
If students need more • Point out that when we ask a question, our voice goes up in pitch. You can
practice with punctuation,
you may use the Pausing
hear it in the voice when someone is asking a question.
Point exercise “Use • Ask students to listen to your voice as you are saying the following questions:
Punctuation Marks.”
“Where did you go?” “Why do you like ice cream?” “What is the color of your
eyes?”
• In speech you can easily hear that someone is asking a question or is just
making a statement. In writing, the reader needs to see punctuation marks to
understand that.
• Remind students that in Snap Shots they have seen periods (full stops) and
exclamation points at the end of sentences.
• Questions are sentences as well and they are indicated in writing with a special
punctuation mark called a question mark. Draw a question mark on the board.
• Ask students whether they can hear the word question in the phrase question
mark.
• If students say yes, point out that you have just asked them a question and
that they have answered it.

• Write the following questions and answers on the board. Write the answers in
a different color.
1. Where did Nat and Dot get Bud? (Nat and Dot got Bud from the vet.)
2. What did the vet fix on Bud? (The vet had to fix Bud’s leg.)
• Point out the periods and question marks at the end of the sentences.
Practice 30 minutes
Tricky Word Cards
Note: In this exercise students will make Tricky Word cards. Have them
keep the cards for future practice.
• Hand out blank index cards to students, six per student.

• Write the six Tricky Words when, where, why, what, which, and who on the
board, one by one, and review what is tricky in each of them.
• Review with students that these words are question words. Have students
form a question with each of the words.
• Have students copy the words on their index cards, one word per card.
• Tell students to place the cards for when and where in front of them.
• Explain that you will call out one of the words and that you want students to
hold up the card with the word that you said.
• Say the word where and have students hold up the correct word. Have
students repeat the word.
You might want to • Repeat with the word when.
encourage students to take
home the index cards for • Have students add one of the other word cards and repeat the procedure.
more practice.
• Continue until students have all six cards in front of them. Repeat as often as
you deem necessary.
• If there is time, write the sentences listed in the box on the board and have
students fill in the correct question word. Have a student come to the board
and write in the missing question word.
1. can sing the best? (who)

2. did the van crash? (where)
3. did the bell ring? (when)
4. is the sun hot? (why)
5. dress is black? (which)
6. is in the bag? (what)

Code Knowledge
decodable.
decodable.
• Where is one of the 100 most common words in most samples of
written English. In a typical passage of 1,000 words, where occurs 0 to
2 times.
• What is one of the 50 most common words in most samples of written
English. In a typical passage of 1,000 words, what occurs 1 to 6 times.
• Which is one of the 100 most common words in most samples of written
English. In a typical passage of 1,000 words, which occurs 0 to 4 times.

 Objectives
 Segment words into phonemes by tapping  Ask and answer questions about the story
one finger for each phoneme and then blend “Which is the Best?”, orally and in writing,
the phonemes together to form one-syllable requiring literal recall and understanding
words (RF.1.2d) of the details and facts of a fiction text read
 Orally produce words with various vowel
and consonant sounds by blending the  Write phonemically plausible spellings for
sounds (RF.1.2b) words that cannot be spelled correctly with
and final sounds in spoken single-syllable  Describe people, places, things, and events
words (RF.1.2c) from the story “Which is the Best?” with
feelings clearly. (SL.1.4)
decodable text in the story “Which is the
Best?” that incorporates the letter-sound  Produce complete sentences orally and in
correspondences taught in one-syllable writing (SL.1.6)
words (RF.1.4a)  Identify and use end punctuation, including
 Use phonics skills in conjunction with periods, question marks, and exclamation
context while reading the story “Which is points in writing (L.1.2b)
the Best?” to confirm or self-correct word  Read Tricky Words taught thus far (RF.1.3g)
recognition and understanding, rereading as
necessary (RF.1.4c)

Partner Reading: “Which is the
Reading Time Best?”
Snap Shots 15
Story Questions Worksheet:

Reviewing the Story “Which is the Best?”
flash cards with Tricky Words

Practice Tricky Word Jump
taught so far
20
Take-Home Material Reading Practice Worksheet 28.2 *

Advance Preparation
For the Tricky Word Jump activity, you will need to prepare flash cards with
the Tricky Words reviewed so far. If you have posted Tricky Words on a word
wall, you can remove the cards for this activity. You should have at least as
many cards as there are students in your class. You can make two cards for
some words if needed.
Warm-Up 10 minutes
1. tree (3) /t/ /r/ /ee/

2. hope (3) /h/ /oe/ /p/
3. tell (3) /t/ /e/ /l/
4. ring (3) /r/ /i/ /ng/
5. birds (4) /b/ /er/ /d/ /z/
For segmenting
6. flash (4) /f/ /l/ /a/ /sh/
7. pluck (4) /p/ /l/ /u/ /k/
8. drop (4) /d/ /r/ /o/ /p/

Partner Reading: “Which is the Best?”
• Ask students to turn to the table of contents and find the title “Which is the
Best?” Ask students, “Who can tell me the question word in this title?” (which)
• Tell students that in today’s story, we will hear about some of the places where
Beth went sightseeing. Explain that sightseeing is when a person is visiting a
Page 40 new place, and they go to the popular sights. In New York City, for example,
people may go to see the Statue of Liberty or the Empire State Building while
sightseeing.
• Beth and Nat and their moms see the sights in London, a busy city, and also
see Stonehenge, a famous site of tall stones stacked on top of each other.

‘ff’ > /f/ ‘ck’ > /k/

stuff stick
puff rock
• You may also wish to preview the Tricky Words all and of.
Purpose for Reading
• Ask students, “What do you think this title means?” Tell students to read the
story carefully with a partner to find out the answer to Beth’s question.
Wrap-Up
story.
Discussion Questions on “Which is the Best?”

1. Literal How did they get to their spot for the snap shot? (They ran up a
bunch of steps.)
2. Inferential What does it mean to huff and puff? (It means to breathe
heavily after exercising.)
3. Inferential Why do Beth’s mom and Nat’s mom end up huffing and
puffing? (Answers may vary.)
4. Literal Who took the first snap shot? (Beth’s mom took the first snap
shot.)
5. Inferential Why is Nat like a rock in the second snap shot?
(He is pretending to be one of the rocks in Stonehenge.)
6. Evaluative Which snap shot do you like the best? Why?
(Answers may vary.)
Reviewing the Story 15 minutes

Story Questions Worksheet: “Which is the Best?”
• Explain to students that the worksheet has questions about the story “Which
is the Best?”
• Have students reread the story and answer the questions. Remind students
to write complete sentences.
Worksheet 28.1 • Review the worksheet as a class.

Practice 20 minutes
Tricky Word Jump
• Show the flash cards to students, one at a time, and have students read the
words as a group.
• Distribute the cards to students, one card per student, and have each student
read the word on his or her card.
• Ask students to sit on the floor.
• Explain that you will say one of the Tricky Words and that you want the
student with that Tricky Word to jump up, show the card, and say a phrase or
sentence with his or her word.
• Say the first word and ask the student who jumped up to say a phrase or
sentence with his or her word.
• Repeat with the remaining Tricky Words.
• Extension: Have students tell a story that contains the Tricky Words. Each
student should say one sentence of the story, making sure to use his or her
Tricky Word.
Take-Home Material
Reading Practice
• Have students take Worksheet 28.2 home so they can practice reading with a
family member.

 Objectives
 Segment words into phonemes by tapping  With purpose and understanding, read
one finger for each phoneme and then blend decodable text in the story “The Bus
the phonemes together to form one-syllable Stop” that incorporates the letter-sound
words (RF.1.2d) correspondences taught in one-syllable
words (RF.1.4a)
consonant sounds by blending the sounds  Ask and answer questions about “The Bus
(RF.1.2b) Stop,” orally, requiring literal recall and
understanding of the details and facts of a
fiction text read independently (RL.1.1)
words (RF.1.2c)  Describe people, places, things, and events
from the story “The Bus Stop” with relevant
 Read Tricky Words here and there (RF.1.3g)
details, expressing ideas and feelings clearly
 Identify and use end punctuation, including (SL.1.4)
periods, question marks, and exclamation
points in writing (L.1.2b)
writing (SL.1.6)
 Identify common nouns that name people,
places, and things (L.1.1b)
here, there
5
Reviewing Punctuation
Quotation Marks 5
Marks
Practice Dictation with Words pencils; paper 15
Snap Shots;
Reading Time Partner Reading: “The Bus Stop”
Worksheet 29.1; scissors; glue
15
Advance Preparation
Write the Tricky Words here and there on the yellow index cards.

Warm-Up 10 minutes
1. Jack (3) /j/ /a/ /k/

2. bag (3) /b/ /a/ /g/
3. hen (3) /h/ /e/ /n/
4. read (3) /r/ /ee/ /d/
5. bloom (4) /b/ /l/ /oo/ /m/
For segmenting
6. cast (4) /k/ /a/ /s/ /t/
7. dusk (4) /d/ /u/ /s/ /k/
8. left (4) /l/ /e/ /f/ /t/

Tricky Word Cards
Tricky Word: Here
• Show students the Tricky Word card here and ask them to read the word by
blending. (They may say something with two syllables: /h/ /e/ - /r/ /e/ or
/h/ /er/ as in were.)
• Explain that we actually pronounce this word /h/ /ee/ /r/ as in, “I’m so glad
you’re here!”
• Write here on the board. Circle the letter ‘h’ and explain that it is pronounced
just as one would expect, as /h/.
• Underline the letters ‘e’ ‘r’ ‘e’ and explain that these are tricky. These letters
stand for the sounds /ee/ /r/.
• Tell students that when reading here, they have to remember to pronounce
the letters ‘e’ ‘r’ ‘e’ as /ee/ /r/.
• Tell students that when writing here, they have to remember to spell the
sounds /ee/ and /r/ with the letters ‘e’ ‘r’ ‘e’.
Tricky Word: There
• Show students the Tricky Word card there and ask them to read the word by
blending. (They may try to say /th/ /e/ /r/ /e/ or /th/ /e/ /r/ /e/.)
• Explain that we actually pronounce this word /th/ /e/ /r/ as in, “He kicked the
ball over there.”

• Write there on the board. Circle the letter team ‘th’ and explain that it is
pronounced just as one would expect, as /th/.
• Underline the letters ‘e’ ‘r’ ‘e’ and explain that these are the tricky part of the
word. They work differently than in here. The letters are not pronounced /ee/
/r/ as in here, but work together to stand for the sounds /e/ /r/ as in where.
• Tell students that when reading there, they have to remember to pronounce
the letters ‘e’ ‘r’ ‘e’ as /e/ /r/.
• Tell students that when writing there, they have to remember to spell the
sounds /e/ /r/ with the letters ‘e’ ‘r’ ‘e’.
Reviewing Punctuation Marks 5 minutes

Quotation Marks
• Remind students that there are special punctuation marks that we use when we
want to indicate a person’s exact words. They are called quotation marks.
• Have students say quotation marks.
• Write a decodable sentence with quotation marks on the board, e.g., “Did
Mom get lunch?”
• Read the sentence.
• Explain that the quotation marks mean that these are a person’s exact words.
There is one set of quotation marks at the beginning of the person’s words
and another set at the end.
• Point out that quotation marks look sort of like two apostrophes written right
next to each other.
• Write the following sentence on the board: Dad said, “Run and get the bag.”
• Ask a student to read the sentence and to point to the quotation marks.
• Ask a student what Dad said. Point out that Dad’s words are in quotation marks.
• Write the following sentence on the board: Mom says, “Scrub that tub!”
• Ask a student to read the sentence and to point to the quotation marks.
• Ask a student what Mom says. Point out that Mom’s words are in quotation
marks.
• Summarize by saying that quotation marks are used in text to show what a
person’s exact words are.

Grammar 10 minutes
Identifying Nouns
Note: In this lesson you will review that nouns can name either a person,
place, or thing.
Nouns naming people

• Remind students that they have been learning about nouns that name people.
• Say, “Bob runs,” and ask, “Which word in the phrase names a person?”
• When students have given the correct answer, say, “Bob is a person and the
word for a part of speech that names a person is noun.”
Nouns naming things
• Remind students that they have also been learning about nouns that name
things.
• Say, “truck unloads,” and ask, “Which word in the phrase names a thing?”
• When students have given the correct answer, say, “The word truck is a thing
and the word for a part of speech that names a thing is noun.”
Nouns naming places
• Remind students that they have also been learning about nouns that name
places.
• Say, “big library,” and ask, “Which word in the phrase names a place?”
• When the students have given the correct answer, say, “The word library is a
place and the word for a part of speech that names a place is noun.”
Practice
you the word that names a person, place, or thing, and is therefore a noun.
1. girl trips 6. huge city

2. new hospital 7. tall dad
3. small bird 8. blue pencils
4. wet towel 9. sun shines
5. brother sings 10. running dogs

person, place, or thing. (noun)

Practice 15 minutes
Dictation with Words
• Tell students to take out a pencil and a piece of paper.
• Explain that you are going to say eight words; each word will have three sounds.
• Tell students to write each word that you say.
• For each word that you say, hold up one finger for each sound.
• Ask students to count the sounds and then draw a line on their paper for
It might be useful to
each sound that they hear. For example, for the word mom, three lines would
have students use a
different-colored pencil for be drawn on the paper: .
self-correction so that you
can see which spellings • Once students have drawn one line for each sound, have them write the
students need more word’s spellings on their respective lines: m o m .
practice with.
• Finally, ask students to read the word back to you.
• Write the word on the board and have students self-correct.
• Repeat with additional words.
1. mom 5. win
2. dad 6. chop
3. fit 7. not
4. pen 8. rush

Partner Reading: “The Bus Stop”
• Tell students that today’s story takes place at a bus stop. Explain that in a big
city, many people take the bus as a way of getting around town.
• Tell students that Nat tells Beth this is the best bus.
Previewing Grammar
Page 44
• Ask students, “What are three different types of sentence endings?” (period,
exclamation point, question mark)
• Remind students that quotation marks tell us that someone is speaking. Tell
students to watch carefully for these in today’s story.
Worksheet 29.1 • You may wish to review the Tricky Words why and said.

• You may wish to preview the following vocabulary before reading today’s story.
1. thrush—a type of bird

2. pub—a place to eat
3. grub—food
Purpose for Reading

• Tell students to read carefully to find out what makes the U.K. bus the best.
Partner Reading
• Have students look at the table of contents to find the title of today’s story
and its starting page number. Remind students to take turns when reading
together.
• Have students complete Worksheet 29.1 together.
Wrap-Up
• Review Worksheet 29.1. If students have not completed the worksheet, let
them take it home to finish.
story. Remind students to answer in complete sentences and share the part
of the story where they found the answer.
Discussion Questions on “The Bus Stop”

1. Literal Where are Nat, Beth, and their moms in this story? (They are in
the U.K., at a bus stop.)
2. Literal What animal is at the bus stop? (A thrush is at the bus stop.)
3. Inferential Why does Nat say that the bus they will be riding in is the
best bus? (It has a top deck.)
4. Inferential Describe the bus: how is it different from a bus in the
United States? (The bus is red and it has a top deck.)
5. Evaluative Why might a bus have a top deck? (Answers may vary.)

Code Knowledge
decodable.
decodable.
• Here is one of the 200 most common words in most samples of written
English. In a typical passage of 1,000 words, here occurs 0 to 3 times.
• There is one of the 40 most common words in most samples of written
English. In a typical passage of 1,000 words, there occurs 2 to 5 times.

 Objectives
one finger for each phoneme and then blend context when reading the story “On the Bus”
the phonemes together to form one-syllable to confirm or self-correct word recognition
(RF.1.4c)
(RF.1.2b) “On the Bus,” orally and in writing, requiring
literal recall and understanding of the details
and facts of a fiction text (RL.1.1)
decodable text in the story “On the
Bus” that incorporates the letter-sound  Describe people, places, things, and events
correspondences taught in one-syllable from the story “On the Bus” with relevant
words (RF.1.4a) details, expressing ideas and feelings clearly
(SL.1.4)
writing (SL.1.6)
Reviewing Letter Names “The Alphabet Song” alphabet chart 5

Dictation Dictation with Words pencils; paper 15
Demonstration Story: “On the Snap Shots Media Disk or Big
Reading Time Bus” Book
15
Small Group Reading: “On the

Reading Time Bus”
Take-Home Material Question Maker Worksheet 30.2 *

Warm-Up 10 minutes
1. cob (3) /k/ /o/ /b/

2. hat (3) /h/ /a/ /t/
3. lug (3) /l/ /u/ /g/
4. den (3) /d/ /e/ /n/
5. fist (4) /f/ /i/ /s/ /t/
For segmenting
6. toast (4) /t/ /oe/ /s/ /t/
7. sweep (4) /s/ /w/ /ee/ /p/
8. peels (4) /p/ /ee/ /l/ /z/
Reviewing Letter Names 5 minutes

“The Alphabet Song”
If students need more • Remind students that the spellings they have been using are also called
practice, you may use the letters and that these letters together form the alphabet. The letters of the
Pausing Point exercises
alphabet are arranged in a special order called “alphabetical order.”
“Know Letter Names” and
“Know Alphabetical Order.” • Post an alphabet chart and say each letter’s name as you point to it.
• Tell students that you are going to sing a song that will help them learn the
letter names. It is called “The Alphabet Song.”
• Sing “The Alphabet Song” slowly, pointing to each letter as you sing its name.
Be careful to enunciate each letter name. Say, “el, em, en, oh, pee”—not
“elemenohpee”—as some students may think that it is one letter name.
• Repeat the song, inviting students to sing along.
Dictation 15 minutes
Note: We do not yet expect students to reliably know when to use double-
letter spellings. They will learn through the process of self-correction and
more reading practice.
• Explain that you are going to say eight words; each word will contain one of
the double-letter spellings for consonant sounds they have learned.

• Tell students to write each word that you say.
• For each word that you say, hold up one finger for each sound.
• Ask students to count the sounds and then draw a line on their paper for
each sound that they hear. For example, for the word will, three lines would
be drawn on the paper: .
• Once students have drawn one line for each sound, remind them that the
sound /l/ can be written with the spelling ‘ll’.
• Have students write the spellings on their respective lines: w i ll .
It might be useful to have
students use a different • Finally, ask students to read the word back to you.
colored pencil for self-
correction so you can see • Write the words on the board and have students self-correct.
which spellings students
need more practice with.
1. will 5. black
2. back 6. less
3. off 7. rock
4. tell 8. grass

Demonstration Story: “On the Bus”
• Remind students that in the last story, Nat, Beth, and their moms were at a
bus stop.
• Ask students, “What was special about the bus that arrived?” (It had a top
deck.)
• Tell students that today they will get to read about Nat and Beth’s time on the
Page 48 bus and the other sights they see on their trip.
• You may wish to review the Tricky Words who and where.
Previewing Grammar
• Ask students, “What marks do we use in writing to show that someone is
speaking?” (quotation marks) Tell students they will see quotation marks in
today’s story.
• You may wish to preview the following word with students.
1. posh—very fancy

Purpose for Reading
• Tell students to listen to find out more about the sights Beth, Nat, and their
moms see while on the bus.
• Read the story through once without interruption, tracking words with your
finger or a pointer.
• Tell students you will read the story a second time, asking them questions
along the way.
Page 48
• Point to the exclamation point. Say to students, “I will read this sentence
two ways; tell me which is correct. (Read the sentence two different
ways: one with excitement, and one without.) Which way is correct?”
Page 49
• Point to the store name running down the building, Harrods. Tell
students this is a very large and popular department store in London,
a city in the United Kingdom. A department store is where you can buy
many different things, like clothes and items for your home.
Page 50
• Point out the commas in ding, dong, ding, dong. Tell students these
commas show you where to take a quick breath when reading.
• Tell students that Big Ben is a popular sight in London. It was finished
being built in 1858.
Page 52
• Ask students, “Do you see the sentences that are questions on this
page? How do you know the sentence is a question?” (Invite them to
read the sentences with expression.)
• Tell students the posh, or very fancy, spot Nat is talking about is a hotel
called The Ritz. Point to The Ritz on the hotel door and The Union Jack
flag on the top of the building.
Wrap-Up
• Use the following discussion questions to guide your conversation about
the story.

Discussion Questions on “On the Bus”
1. Literal Which is the first sight Beth and Nat pass by on the bus? (They
pass by Harrods, the department store.)
2. Literal What is the next place Nat points out to Beth? (He points out
Big Ben.)
3. Literal What is Big Ben? (It is a bell in a clock tower.)
4. Literal What sound does the clock make? (It makes the sound “ding,
dong, ding, dong.”)
5. Evaluative Why do you think the bell has this name?
(Answers may vary.)
6. Literal What is the last sight that Nat shows Beth?
(He shows her The Ritz.)
7. Literal What word would you use to describe The Ritz? (I would use
the word posh, or very fancy.)
8. Inferential How do you think Nat feels when they are the bus? Why?
(He feels excited. He speaks with excitement, which is shown with
exclamation points.)

Small Group Reading: “On the Bus”
 Group 1: Ask students who are able to do independent work to sit with their
partners, take out their Readers, and take turns reading the story “On the
Bus” aloud to one another. Ask them to complete Worksheet 30.1.
 Group 2: Have students who need more support when reading form a group.
Listen to students read, check comprehension, and ask students to point out
new spellings. Complete Worksheet 30.1 together.
Page 48
Worksheet 30.1
Take-Home Material
Question Maker
• Have students take Worksheet 30.2 home so they can practice making
questions with a family member.

 Objectives
one finger for each phoneme and then blend context to confirm or self-correct word
the phonemes together to form one-syllable recognition and understanding, rereading as
words (RF.1.2d) necessary (RF.1.4c)
 Orally produce words with various vowel and  Ask and answer questions about the
consonant sounds by blending the sounds story “The Man in the Black Hat,” orally
(RF.1.2b) or in writing, requiring literal recall and
understanding of the details and facts of a
fiction text (RL.1.1)
 Read and write Tricky Words taught thus far
(RF.1.3g)
about the story “The Man in the Black Hat”
decodable text in the story “The Man in the
with relevant details, expressing ideas and
Black Hat” that incorporates the letter-sound
feelings clearly (SL.1.4)
correspondences taught in one-syllable
words (RF.1.4a)  Produce complete sentences orally and in
writing (SL.1.6)
Reviewing the Tricky

Tricky Word Practice pencils; Worksheet 31.1 15
Words
Partner Reading: “The Man in
Reading Time the Black Hat”
Snap Shots 20
Small Group Reviewing the Story pencils; Worksheet 31.2 20

Warm-Up 5 minutes
1. fin (3) /f/ /i/ /n/ 5. jump (4) /j/ /u/ /m/ /p/
2. ton (3) /t/ /u/ /n/ 6. drip (4) /d/ /r/ /i/ /p/
3. chef (3) /sh/ /e/ /f/ 7. vent (4) /v/ /e/ /n/ /t/
4. lap (3) /l/ /a/ /p/ 8. built (4) /b/ /i/ /l/ /t/
Reviewing the Tricky Words 15 minutes

• Write the word a on the board and have students read it.
• Have students copy a onto the left side of their sheet of paper next to the
number 1. They should say the name of the letter as they copy the word.
• Erase the word from the board.
Worksheet 31.1
• Have students fold their paper along the dotted line and position it so that the
word they copied is facing the desk.
• Have students write a from memory on their paper next to the number 1.
They should say the name of the letter as they write the word.
• Tell students to unfold their paper and compare the word they just wrote with
For some students, it might
be helpful if they said the word they copied earlier.
the sounds of the Tricky
Words along with the letter • Have students correct the word if they misspelled it.
names. For example, while
writing of, they could say • Repeat these steps with some or all of the remaining Tricky Words. Choose
the sound /u/ is spelled the words that students need to practice the most.
with the letter ‘o’ and the
/v/ is spelled with the letter
‘f’. 1. a 6. are
2. I 7. were
3. no 8. one
4. of 9. who
5. from 10. two

Partner Reading: “The Man in the Black Hat”
• Tell students that today they will read “The Man in the Black Hat.”
• Show students the image of the man in the black hat, and ask them, “What
job do you think this man has?” (Answers may vary, but could include
soldier.)
• Explain that Nat and Beth and their moms are continuing on their sightseeing
Page 54 tour of London. They stop by Buckingham Palace, the place where the King
and Queen live. Soldiers stand outside of the palace, wearing a red jacket
and a fuzzy hat. They are not allowed to speak or smile at people. However,
sometimes people do silly things to try to make the soldiers smile.
‘ck’ > /k/

stock
flock
• You may wish to preview the following vocabulary before reading today’s
story.
1. split—when a person has one leg go in the front of their body and the
other stretches behind, or both legs go out to the sides
2. did a jig—danced with lively steps
Purpose for Reading

• Ask students, “Do you think Nat will try to make the soldier smile? What
about Beth?” Tell students to read the story to find out whether Nat and Beth
try to make the man in the black hat smile.
Wrap-Up
story. Remind students to answer in complete sentences and cite the part of
the story where they found the answer.

Discussion Questions on “The Man in the Black Hat”
1. Literal What is the man in the black hat not allowed to do? (He is not
allowed to move or grin.)
2. Evaluative Why do you think he is not allowed to move or to grin?
(Answers may vary.)
3. Literal What things do Beth and Nat do to try to make the man in the
black hat grin? (They dance, fall, and act silly.)
4. Evaluative What would you do to get the man to grin? (Answers may
vary.)

Reviewing the Story
• Explain to students that the worksheet has questions about the story “The
Man in the Black Hat.”
• Have students reread the story and answer the questions. Please encourage
students to write complete sentences.
Worksheet 31.2  Group 1: Ask students who are able to do independent work to complete the
worksheet on their own. If students finish quickly, have them reread stories
from the Reader or do other seat work.
 Group 2: Have students who need more support with answering the story
questions form a group. Help them complete some or most of the worksheet.
Have students finish the worksheet on their own. While students are doing
this, you can catch up with Group 1.
• Alternatively, you can work with a group to reinforce a skill students need to
practice more, for example dictation with words or practicing reading. See
the Pausing Point for appropriate exercises.

 Objectives
one finger for each phoneme and then blend context to confirm or self-correct word
the phonemes together to form one-syllable recognition and understanding, rereading as
words (RF.1.2d) necessary (RF.1.4c)
 Orally produce words with various vowel and  Ask and answer questions about the story
consonant sounds by blending the sounds “The Man in the Kilt,” orally or in writing,
(RF.1.2b) requiring literal recall and understanding of
the details and facts of a fiction text (RL.1.1)
and final sounds in spoken single-syllable  Write phonemically plausible spellings for
words (RF.1.2c) words that cannot be spelled correctly with
 Read and write Tricky Words taught thus far
(RF.1.3g)  Describe people, places, things, and events
from the story “The Man in the Kilt” with
decodable text in the story “The Man in
feelings clearly (SL.1.4)
the Kilt” that incorporates the letter-sound
correspondences taught in one-syllable  Produce complete sentences orally and in
words (RF.1.4a) writing (SL.1.6)
Reviewing the Tricky

Tricky Word Practice pencils; Worksheet 32.1 20
Words
Partner Reading: “The Man in
Reading Time the Kilt”
Snap Shots; world map or globe 15
Small Group Reviewing the Story pencils; Worksheet 32.2 20

Take-Home Story: “The Bus
Take-Home Material Stop”
Worksheet 32.3 *

Note to Teacher
This is the last lesson for Unit 1. Due to the extensive assessment at the
beginning of Unit 1, there is no need for an end-of-unit assessment. Please
look at students’ scores from the earlier assessments, along with your
anecdotal notes and other records, to guide you in choosing activities for the
upcoming Pausing Point.
Warm-Up 5 minutes
1. lamb (3) /l/ /a/ /m/ 5. plate (4) /p/ /l/ /ae/ /t/
2. gas (3) /g/ /a/ /s/ 6. break (4) /b/ /r/ /ae/ /k/
3. pug (3) /p/ /u/ /g/ 7. skip (4) /s/ /k/ /i/ /p/
4. rush (3) /r/ /u/ /sh/ 8. flap (4) /f/ /l/ /a/ /p/
Reviewing the Tricky Words 20 minutes

• Write the on the board and have students read it.
• Have students copy the onto the left side of their sheet of paper next to the
number 1. They should say the name of each letter as they copy the word.
• Erase the word from the board.
Worksheet 32.1
• Have students fold their paper along the dotted line and position it so that the
word they copied is facing the desk.
• Have students write the from memory on their paper next to the number 1.
They should say the name of each letter as they write the word.
• Tell students to unfold their paper and compare the word they just wrote with
the word they copied earlier.
• Have students correct the word if they misspelled it.

• Repeat these steps with some or all of the remaining Tricky Words. Choose
the words that students need to practice the most.
1. the 6. why
2. here 7. what
3. there 8. who
4. was 9. said
5. where 10. says

Partner Reading: “The Man in the Kilt”
• Tell students that today they will read the story “The Man in the Kilt.”
• Ask students if they know what a kilt is. Explain that a kilt is a skirt that is worn
by both men and women, many who are from Scotland. (You may wish to show
students where Scotland is located on the world map or globe if you have one
available.) Tell students that a person from Scotland is called a Scot. A kilt has
a tartan design, which is a plaid-like pattern.
Page 62
• You may wish to preview the following Tricky Words: why, where, and what.
• You may also wish to show students where Scotland is on a world map or
globe and explain that a person from Scotland is called a Scot. You may write
the words Scotland and Scot on the board, explaining the abbreviation to
students.
Purpose for Reading
• Tell students to read carefully to learn more about the man in the kilt.
Wrap-Up
story.
Discussion Questions on “The Man in the Kilt”

1. Literal Why did Beth think that the man they met was wearing a dress?
(He was wearing a kilt.)
2. Inferential What country do kilts come from? (Kilts come from Scotland.)

Reviewing the Story
• Explain to students that the worksheet has questions about the story “The
Man in the Kilt.”
• Have students reread the story and answer the questions. Please encourage
students to write complete sentences.
Worksheet 32.2  Group 1: Ask students who are able to do independent work to complete the
worksheet on their own. If students finish quickly, have them reread previous
stories from the Reader, read ahead, or do other independent work
 Group 2: Have students who need more support with answering the story
questions form a group. Help them complete some or most of the worksheet.
Have students finish the worksheet on their own. While students are doing
this, you can catch up with Group 1.
• Alternatively, you can work with a group to reinforce a skill students need to
practice more, for example dictation with words or practicing reading. See
the Pausing Point for appropriate exercises.
Take-Home Material
Take-Home Story: “The Bus Stop”

Unit 1 Pausing Point
This is the end of Unit 1. You should pause here and spend additional time
reviewing the material taught in Unit 1 as needed. Students can do any
combination of the exercises listed below, in any order, but we suggest
that you continue the Warm-Up exercises. The exercises are listed by unit
objectives. Exercises that were part of the lessons are listed here only by
name with reference to their respective lessons. All other exercises have full
descriptions.
You may find that different students need extra practice with different objectives.
It can be helpful to have students focus on specific exercises in small groups.
Pausing Point Topic Guide

Blend and Segment Words Page 216
Blending and Segmenting with Students
Relay Blending
Sound Hopscotch
Distinguish Similar Sounds Page 217

Vowel Discrimination
Mirror, Mirror
Word Sort with Picture Cards
Sister Sounds
T-Charts
Slap the Spelling
Recognize and Isolate the Sounds Reviewed in Unit 1 Page 218

Sound Search
Guess the Sound!
Hearing Initial Sounds
Simons Says Sounds
Recognize the Spellings Reviewed in Unit 1 Page 219

Sound/Spelling Review with Large Cards
Stepping Sounds
Stomp and Spell
Spelling Bingo
Sound Sprints
Unit 1 | Pausing Point 213

Write the Spellings Reviewed in Unit 1 Page 221
Sound Dictation
Handwriting Worksheets
Distinguish the Spellings ‘c’, ‘k’, and ‘ck’ for the Sound /k/ Page 222
Word Sort
Word Sort with Boxes
Shopping for Spellings
Spelling Tree
Read One-Syllable Words Page 224

Teacher Chaining
Eraser Man
Guess My Word
Fishing Pond
Read Phrases Page 226

Wiggle Cards
Phrase Flip Book
Phrasemaker
Reading Phrases
Spell One-Syllable Words Page 227

Stamp Spelling
Large Card Chaining
Write One-Syllable Words Page 228

Chaining Dictation
Write Phrases Page 231

Copy and Illustrate Phrases
Word Box with Phrases
Completing Phrases
Creating Phrases
Dictation with Phrases
Write Sentences Page 232

Sentence Strips
Completing Sentences
Creating Sentences
Dictation with Sentences
214 Unit 1 | Pausing Point

Read Tricky Words Page 233
Colored Flashcards
Write Tricky Words Page 234

Completing Questions
Fill in the Tricky Words
Read Decodable Stories Page 235

“The Map,” “In the Cab,” “Lunch at the King’s Pub,” “The Punt,” and “The Trip Back”
Take-Home Stories: “The Flag Shop,” “Which is the Best?” “The Man in the Kilt,”
“The Map,” and “Lunch at the King’s Pub”
Answer Story Questions Page 236

Story Questions Worksheets: “Lunch at the King’s Pub” and “The Trip Back”
Sequence the Events in a Story Page 236

Story Questions Worksheets: “The Map” and “The Punt”
Identify Nouns That Name People or Things Page 237

Word Sort with Nouns and Other Words
Word Sort with Nouns
Finding Nouns in the Stories
Noun Worksheet
Know Letter Names Page 238

Alphabet Walk
Letter Concentration
Alphabet Soup
Know Alphabetical Order Page 239

Alphabet Wrap
Connecting Letters
Mark Uppercase and Lowercase Letters Page 239

Caps Wrap
Caps Worksheet
Use Punctuation Marks Page 240

Making Questions, Exclamations, and Statements
Finding Questions, Exclamations, and Statements in the Stories40
Punctuation Worksheet

Blend and Segment Words
• See Warm-Up exercises in the lessons of Unit 1.
Blending and Segmenting with Students

• Pass out the following Large Cards to students, one card per student: ‘i’, ‘e’, ‘a’,
‘u’, ‘o’, ‘m’, ‘n’, ‘t’, ‘d’, ‘c’, ‘ck’, ‘g’, ‘v’, ‘s’, ‘p’, ‘b’, ‘l’, ‘ll’, ‘r’, ‘h’, ‘w’, ‘sh’, ‘ch’.
• Explain to students that you will say the sounds of a word and that you want
the students with the Large Cards for those sounds to stand next to each
other to spell the word.
• Say the word hot in a segmented fashion: /h/ /o/ /t/.
• Ask the class to blend the word.
• Have students with the large cards for ‘h’, ‘o’, and ‘t’ line up to spell the word.
• Have the class segment the word by saying the individual sounds. As they
are saying the individual sounds, the student with the spelling for that sound
should step forward.
1. hot 7. rest
2. ship 8. black
3. chill 9. swim
4. van 10. drag
5. wet 11. cups
6. stop 12. bus
Relay Blending
• Divide the class into two teams and have each team form a line.
• Say a segmented word, e.g., /s/ . . . /a/ . . . /t/, and ask the first student in
each line to blend it.
• The student who is first to blend the word correctly gets a point for his or her
team. Both students should then move to the back of their respective line.
• If neither student can blend the word correctly, have both students move to
the back of their respective line and let the next students in line take a turn.

Sound Hopscotch
• Arrange spellings from this unit on the floor of your classroom in a daisy pattern.
• The center of the daisy should be a spelling for a vowel sound, e.g., /a/. The
petals of the daisy should be spellings for consonant sounds, e.g., /t/, /p/,
/m/, /h/, and /n/. Affix the spellings securely to the floor.
• Give a student a starting point, for example, the picture of the /t/ sound. Ask
the student to create a real or silly word by jumping to the center spelling and
then to a petal spelling. Possible words are tap, tam, tan, pat, Pam, pan, mat,
map, man, hat, hap, ham, han, nat, nap, nam.
• Make sure that students say the sound that the spelling stands for as they
jump on each one.
• The other students should blend the word after the jumping student has
come to a halt.
• You can also play this game outside on the playground.
Distinguish Similar Sounds

Vowel Discrimination
• See Lesson 21 for /i/, /e/, /a/, /u/, and /o/.
Mirror, Mirror
• See Lesson 21 for /i/, /e/, /a/, /u/, and /o/.
Word Sort with Picture Cards

• Gather pictures of items that contain the vowel sound /i/ or /e/.
• Label two boxes with ‘i’ and ‘e’.
• Show a picture to students and have them identify the picture.
• Ask students which vowel sound the word contains.
• Have students place the picture in the appropriate box.
• Repeat with the remaining pictures.
• Adapt the exercise for the sound pairs /e/ and /a/, /u/ and /o/, and /a/ and /u/.
• Variation: Show students two pictures at a time, one with /i/ and one with
/e/. Have students identify the items and say what the vowel sound is in each
word. Then have students place the pictures in the appropriate boxes.
Sister Sounds
• See Lesson 18 for /th/ and /th/ and Lesson 25 for /s/ and /z/.
• Adapt the exercise for the sister sounds /p/ and /b/, /t/ and /d/, /k/ and /g/,
and /f/ and /v/.

T-Charts
Note: In this unit, a few sounds have been reviewed that can be hard to
distinguish. You should practice hearing the difference between /i/ and /e/,
/e/ and /a/, /a/ and /o/, /o/ and /u/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/
and /n/, /f/ and /v/, /sh/ and /ch/, /n/ and /ng/, /th/ and /f/, and /th/ and /v/
with students.
• Select two similar sounds, for example /ch/ and /sh/, and gather pictures of
sh ch items that begin with either of these sounds.
• Draw a chart with two columns on a piece of chart paper and write the basic
code spellings for the targeted sounds at the top of the chart.
• Show students pairs of pictures, one starting with /sh/ and one with /ch/, and
ask students to identify the pictures and to say what the beginning sounds are.
• Have them place the pictures in the appropriate columns of the chart.
You can also adapt this Note: The targeted sounds could also be at the end of the words, e.g.,
exercise for the pocket chart. peach and fish.
Slap the Spelling

• Cut out a long, rectangular slip of paper and write a ‘v’ on each end. The letters
should face away from each other (see illustration). Repeat for ‘f’ and ‘t’.
• Place the cards in a row on the floor between two children who are facing
each other.
• Explain that you will say a number of sounds and that you want the students
to whack the correct spelling as fast as possible.
Note: You can play this game for all sounds reviewed in this unit. Choose
sounds that are similar, for example, /t/ and /d/, /f/ and /v/, /n/ and /ng/, and
/ ch/ and /sh/.
Recognize and Isolate the Sounds Reviewed in Unit 1

Sound Search
• Say a sound and ask students to find an object in the classroom that begins
with that sound.
• Help students find the first object.

• When a student has found an object, have him or her show it to the other
students and say its name.
Guess the Sound!

• Whisper a “secret sound” to a student and ask him or her to find an object in
the classroom that begins with that sound.
• When the student points to the object, have the other students guess what
the “secret sound” was.
Hearing Initial Sounds

• Choose a target sound, e.g., /t/, and tell students that you are going to say
a number of words. Some of the words will have the target sound as the first
sound and some will not.
• Have students close their eyes and listen carefully.
• Tell students to raise their hands when they hear a word that contains the
target sound.
• Variation: The target sounds can also be in the middle or at the end of the
words.
Simon Says Sounds

• Give each student the same set of teacher-made letter cards.
• Play Simon Says, using commands such as:
• Simon says, “Touch the picture that stands for the /p/ sound as in pony.”
• Simon says, “Touch the picture that stands for the /z/ sound as in zip.”
• Touch the picture that stands for the /t/ sound as in toad.
• Since Simon did not say to touch it in the last command, students should not
have touched the picture.
Recognize the Spellings Reviewed in Unit 1

Sound/Spelling Review with Large Cards
• Pass out all or some of the Large Cards to students.
• Tell students that you will call out sounds and that you want the student with
a spelling for that sound to run to the front of the room and hold up the card.
Note: For some sounds more than one student will get up because of
spelling alternatives.

Stepping Sounds
• Place two rows of 5–8 squares on the floor and have a student stand at the
head of each row.
• Hold up a spelling for the first student and ask him or her to say the sound. If
the student says the correct sound, he or she moves one square forward.
• Repeat this process, alternating between the two students.
Stomp and Spell

• Firmly affix cards for ‘i’, ‘e’, ‘a’, ‘u’, ‘o’ in a row on the floor.
• Firmly affix cards for ‘m’, ‘t’, ‘d’, ‘c’, and ‘g’ in a row on the floor beneath the
row of vowel cards.
• Choose a student to review the vowel spellings by stomping on each vowel
card and calling out the sound.
• Choose a second student to review the consonant spellings in the same fashion.
• Have a third student spell the word mat by stomping on the letter cards in the
proper order.
• Ask the class if the student spelled mat correctly.
Possible Words:
1. met 11. tad 21. cud
2. meg 12. tag 22. cut
3. mat 13. Tom 23. cot
4. mad 14. Tod 24. cod
5. mud 15. dim 25. cog
6. mug 16. did 26. get
7. Ted 17. dig 27. gag
8. tug 18. dam 28. gum
9. Tim 19. dug 29. gut
10. tic 20. cat 30. got
Spelling Bingo
You may want to create • Make bingo cards with the spellings reviewed in Unit 1.
bingo cards that can be
• Write the same spellings on paper slips and put them in a box.
found on various websites.
• Give each student a bingo card and playing pieces.
• Explain that you will pull spellings from the box and that you want students to
put a playing piece on top of that spelling if it is on their bingo card.

• Explain that when all spellings are covered on a card, students should say,
“Bingo.”
Spellings Reviewed in Unit 1:

1. ‘i’, ‘e’, ‘a’, ‘u’, ‘o’
2. ‘m’, ‘n’, ‘t’, ‘d’, ‘c’, ‘k’, ‘g’, ‘f’, ‘v’, ‘s’, ‘z’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘y’, ‘x’
3. ‘ch’, ‘sh’, ‘th’, ‘qu’, ‘ng’
4. ‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’, ‘ck’, ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’
Sound Sprints
• Place two sets of Large Cards at the far end of the classroom, the gym, or the
playground.
• Pick two students to race.
• Call out a sound.
• Have the students race to grab the sound and bring it back.
• The first student to return with the correct letter is the winner.
Write the Spellings Reviewed in Unit 1

Sound Dictation
 Have students take out pencils and paper.
 Give out up to 20 Large Cards for the sounds/spellings taught in Unit 1.
 Say a sound and tell the student with the Large Card for that sound to
stand up. Have the other students write the spelling on their paper.
 Encourage the students to draw the spelling in the air or on their desk
before drawing it on paper.
 Repeat for the remaining sounds.
 Be sure to give every student the chance to be the keeper of a Large
Card.
Spellings Reviewed in Unit 1:

1. ‘i’, ‘e’, ‘a’, ‘u’, ‘o’
2. ‘m’, ‘n’, ‘t’, ‘d’, ‘c’, ‘k’, ‘g’, ‘f’, ‘v’, ‘s’, ‘z’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘y’, ‘x’
3. ‘ch’, ‘sh’, ‘th’, ‘qu’, ‘ng’
4. ‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’, ‘ck’, ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’

Handwriting Worksheets
• Have students complete Worksheets PP1–PP6.
Distinguish the Spellings ‘c’, ‘k’, and ‘ck’ for the Sound /k/
Word Sort
• See Lesson 25 for instructions.
Word Sort with Boxes

• Write decodable words that contain the spellings ‘c’, ‘k’, and ‘ck’ for the
sound /k/ on cards, one word per card.
• Label three boxes with ‘c’, ‘k’, and ‘ck’.
• Ask students to read the words on the cards and say which spelling for the
/k/ sound the words contain.
• Have students place the word cards in the appropriate boxes.
• Variation: Instead of using boxes, you could have students sort the word
cards on a pocket chart.
Words with ‘c’: Words with ‘k’: Words with ‘ck’:

1. cat 9. kid 17. chick
2. crab 10. kit 18. rock
3. scab 11. skin 19. neck
4. crisp 12. desk 20. back
5. cost 13. ask 21. socks
6. camp 14. task 22. trick
7. crush 15. milk 23. luck
8. cap 16. tusk 24. lock
Shopping for Spellings

• Write decodable words on word cards that contain the spellings ‘c’, ‘k’, or
‘ck’, one word per card.
• Provide each student with a brown paper bag. Each bag should have one of
the spellings for /k/ written on the outside (‘c’, ‘k’, ‘ck’).
• Review the sound that these spellings stand for.
• Spread the set of cards out on the floor and tell students that they are going
shopping! They should take their bags and fill them with word cards that
contain the same spelling that is on their bag.

• After students have collected all the cards, they should take turns sharing
what they “bought” on the shopping trip.
Words with ‘c’: Words with ‘k’: Words with ‘ck’:

1. clip 7. king 13. brick
2. scrub 8. kid 14. lick
3. cub 9. skid 15. pick
4. cross 10. skim 16. quick
5. fact 11. kit 17. stick
6. cups 12. ask 18. truck
Spelling Tree
• Work with students to make a Spelling Tree that shows the various spellings
for the /k/ sound along with sample words for each spelling.
• Make a large tree trunk out of brown paper. The trunk should fork into four
smaller branches.
• Label the trunk /k/ and label the branches ‘c’, ‘ck’, ‘k’, and ‘cc’.
• Explain that the tree stands for the sound /k/ and the branches stand for the
various spellings that are used to write the sound.
• Mount the tree on a corkboard or on a wall.
• Work with students to cut leaves out of green paper.
• Write decodable /k/ words on some of the blank leaves.
• Have students hang the /k/ words on the proper branch, sorting them by
spelling.
• Keep the Spelling Tree up for a few weeks and allow students to add
additional word-leaves to it from time to time.
Words for the /k/ Sound:

1. cup 10. quick
2. cut 11. rock
3. cats 12. black
4. clip 13. kid
5. class 14. kit
6. cost 15. king
7. luck 16. skin
8. check 17. skip
9. thick 18. hiccup

Read One-Syllable Words
Teacher Chaining
Cards needed: ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, • Write an on the board.
‘m’, ‘n’, ‘p’, ‘t’ (2), ‘d’, ‘g’, ‘f’, ‘v’,
‘s’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘x’, ‘sh’, • Ask a student to read the word, first in a segmented fashion and then
‘th’, ‘ng’, ‘qu’, ‘ch’, ‘th’ blended.
• Remove ‘a’ and add ‘i’ to create in.
• As you make this change, say to students, “If that is an, what is this?”
• Ask students what you changed in the word an to get the word in. Ask them
whether you changed the first, middle, or last sound or letter.
• Continue this process with the remaining words.
• When you have come to the end of the first chain, erase the board and begin
the next chain.
Chains with digraphs:

1. then > than > that > chat > sat > sang > bang > bash > bath
2. math > path > pang > rang > rung > lung > sung > sing > thing
3. quit > quiz > quip > ship > shop > chop > chip > chin > thin
Chains with consonant clusters:

1. stop > slop > slip > slim > slam > glam > glum > slum > slump
2. lisp > lip > limp > lump > lamp > lap > clap > claps > clips > flips
3. plant > pant > chant > chat > mat > mash > smash > slash > slush
Chains with digraphs and consonant clusters:

1. quiz > quit > pit > spit > spot > spots > pots > pods > ponds > pond
2. thing > ring > rings > sings > sing > sting > string > strung > strut >
strum
3. chap > champ > chomp > chop > chap > tap > trap > trip > strip >
strap

Cards needed: ‘i’, ‘e’, ‘a’, ‘u’,
‘m’, ‘n’, ‘t’ (2), ‘d’, ‘g’, ‘f’, ‘v’, 1. et > vet > vat > van > ban > bag > big > wig > wag > wax
‘s’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘x’, ‘sh’, 2. thing > ring > rung > rush > rash > sash > mash > mush > hush
‘th’, ‘ng’.
3. land > gland > bland > band > bend > tend > tent > tint > stint
4. fresh > flesh > flash > lash > lush > slush > slash > lash > rash > rush

• See Lesson 1.
Eraser Man
• Draw a stick figure on the chalkboard.
• Tell the class that you are thinking of a word.
• Write one box on the board for each spelling in the word. The height of each
box should approximate the height of the spelling it represents, i.e., high-
rising boxes for spellings that have ascenders and low-dipping boxes for
th i ng spellings that have descenders.
• Ask a student to guess a sound.
• If the student guesses a sound that is in the word, fill in the corresponding box.
• If the student guesses a sound that is not in the word, erase one of the stick
figure’s body parts.
• Repeat until the stick figure has been completely erased (you win) or until the
boxes are filled in (students win), whichever comes first.
• Repeat with a second word, if there is time.
Guess My Word
• Arrange cards for the following vowel spellings along the top of the pocket
chart: ‘i’, ‘e’, ‘a’, ‘u’, ‘o’.
• Arrange cards for 10 consonant spellings along the bottom of the pocket
chart.
• Think of a decodable word that you can spell using the spellings shown, but
do not tell the class your word.
• Tell students how many sounds are in your word.
• Invite students to guess the word by asking whether or not it contains
specific sounds.
• If students ask about a sound that is in the word, move that spelling to the
middle of the pocket chart. If there are spelling alternatives for that sound,

ask students to pick the spelling. Correct if necessary.
• Continue until the word has been spelled in the center of the pocket chart.
• Repeat with additional words.
Fishing Pond
Note: This game is best played in small groups or in centers.
• Copy the template we have provided on Worksheet PP7 on cardstock or

construction paper.
• Write a decodable word on each fish. You can find a list of decodable words
at the end of most lessons.
• Attach a paper clip to the top of each fish.
• Make a fishing pole from a pole, a string, and a magnet.
• Have students take turns fishing.
• When a student catches a fish, he or she should read the word written on the
fish and then copy it onto a piece of paper.
Read Phrases
Wiggle Cards
• Write decodable words and phrases on cardstock to make Wiggle Cards.
Each word or phrase should describe a motion or activity that students can
act out.
• Show students a Wiggle Card, have them read it, and let them perform the
action.
• Use the Wiggle Cards during transitions.
• Some sample words and phrases are listed in the following box.
1. jump 4. lift leg 7. stomp

2. jog 5. clap hands 8. grin
3. stand 6. sit up 9. act sad
Phrase Flip Book

• Cut out 20 slips of paper.

• Write the following 10 words on 10 of the slips of paper, one word per slip:
one, soft, best, hot, fast, big, fresh, long, a, an.

• Write the following 10 decodable nouns on the slips of paper, one noun per
slip: ship, bed, egg, milk, chick, clock, grill, lunch, quilt, gift.
• Stack the first 10 slips of paper and staple their top edge to a sheet of
cardstock.
• Stack the second 10 slips of paper and staple their top edge to the sheet of
cardstock to the right of the adjectives.
• By turning the slips of paper, the students can make and read up to 100
decodable phrases, some of which are silly.
Phrasemaker
• Distribute Worksheet PP8.
• Option 1: Have students take the worksheet home and give it to a family
member.
• Option 2: Have students complete the worksheet in class.
• Extension: Have students illustrate the phrases and write each phrase under
its matching picture.
Reading Phrases
• Extension: Have students illustrate the phrases and write each phrase under
its matching picture.
1. fish and chips 5. two bugs 9. all the kids

2. big ship 6. trash can 10. do that
3. not once 7. fresh fish 11. one glass
4. big clock 8. hot bath 12. get here
Spell One-Syllable Words

• Pull the following cards for pocket chaining: ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘m’, ‘n’, ‘t’ (2),
‘g’, ‘f’, ‘v’, ‘s’, ‘b’ (2), ‘l’, ‘h’, ‘ch’, ‘th’, ‘ng’.
1. hunch > lunch > bunch > bench > bent > bet > belt > felt > melt > smelt
2. lung > long > gong > got > get > vet > vent > tent > tint > lint
3. bath > math > moth > mob > bob > blob > blot > slot > slat > slant

Stamp Spelling
• Get several sets of lowercase letter stamps (available at craft stores, teacher
supply stores, etc.).
• Have students take out a piece of paper.
• Say a word and have students spell it using the letter stamps.
1. sat 5. wish 9. plan

2. bad 6. king 10. skin
3. let 7. such 11. test
4. wet 8. bath 12. soft
Large Card Chaining

• See Lesson 11.
• Pass out the following Large Cards, reviewing each card’s sound as you pass
it out: ‘m’, ‘n’, ‘t’, ‘d’, ‘f’, ‘s’, ‘z’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’, ‘x’, ‘ck’, ‘ss’, ‘ll’, ‘sh’, ‘ch’,
‘qu’, ‘i’, ‘e’, ‘a’, ‘o’, ‘u’.
1. hot > shot > shop > ship > zip > quip > quit > sit > six > fix
2. lump > lamp > damp > dam > dash > rash > rack > sack > sash > slash
3. tick > tip > chip > chop > shop > shot > not > net > nest > rest > quest
4. mill > miss > hiss > hill > bill > fill > fell > tell > bell > shell
Write One-Syllable Words

Chaining Dictation
 Have students take out a pencil and a piece of paper.
 Tell students that you are going to say a number of words.
 Explain that each new word will be very similar to the previous word, but
one sound will be different.
 Tell students to write each word that you say.
 As you move from one word to the next, use the chaining phrase, “If that
is fig, show me fog.”
 For each word that you say, hold up one finger for each sound.

 Ask students to count the sounds in the word and then draw a line on
their paper for each sound that they hear. For example, for the word fig,
students should draw three lines: .
 Once students have drawn one line for each sound in the word, ask
them to write the word’s spellings on their respective lines: f i g.
 Finally, ask students to read the word back to you.
 Write the words on the board and have students self-correct.
1. fig > fog > dog > dig > din > in > an > ant > and > ad
2. bag > hag > had > mad > sad > bad > bed > bud > but > bit
3. fan > fin > tin > tan > man > men > mesh > mush > much > such

 See Lesson 29.
 We do not expect you to dictate all of these words. Please make a
selection based on students’ needs.
Three-Sound Words:
1. cat 8. get 15. hop
2. fog 9. job 16. fun
3. yet 10. hug 17. but
4. man 11. six 18. yes
5. zip 12. can 19. hot
6. had 13. big 20. box
7. red 14. van 21. hit
Three-Sound Words with Digraphs:

1. rack 8. thin 15. thing
2. shop 9. dish 16. ship
3. quip 10. song 17. chop
4. dash 11. this 18. with
5. such 12. rich 19. moth
6. them 13. long 20. chin
7. sack 14. chip 21. quit

Four-Sound Words with One Consonant Cluster:
1. just 8. hand 15. past
2. went 9. best 16. quest
3. left 10. lunch 17. rest
4. land 11. felt 18. lost
5. shelf 12. fact 19. sent
6. next 13. held 20. fast
7. last 14. stop 21. paths
Five-Sound Words with One or More Consonant

Clusters:
1. blast 10. spent 19. slings
2. plant 11. block 20. slept
3. stand 12. blimp 21. print
4. helps 13. tricks 22. frost
5. string 14. split 23. trips
6. branch 15. trucks 24. stamp
7. steps 16. drops 25. grasp
8. plans 17. tracks
9. crust 18. grand
Words with Double-Letter Spellings for Consonant

Sounds:
1. add 7. class 13. hiss
2. bell 8. cliff 14. jazz
3. boss 9. cuff 15. kiss
4. brick 10. dill 16. mess
5. buzz 11. dress 17. moss
6. chill 12. grill 18. odd

Write Phrases
Copy and Illustrate Phrases
Note: This game is best played in small groups or centers.
• Choose phrases from the Reader Snap Shots and write them on the board.
• Have students copy the phrases on paper and illustrate them.
Word Box with Phrases

• Tell students to read the phrases in the box at the top of the worksheet and
write each phrase under its matching picture.
Completing Phrases
• Have students complete Worksheets PP10 and PP11.
• Tell students to read the words in the box at the top of the worksheet and the
incomplete phrases below.
• Have students find the matching word for each phrase and write it on the line.
Creating Phrases
• Tell students to cut out the words on the worksheet.
• Have students create phrases with the words.
• Then have students copy the phrases on paper.
Dictation with Phrases

• Explain that you are going to say a number of phrases. Most of them will
contain Tricky Words.
• Tell students to write each phrase that you say.
• For each phrase that you say, hold up one finger for each word.
• Ask students to count the words and then draw a line on their paper for each
word that they hear with a finger space between the lines.
• Once students have drawn the lines, ask them to write each word, sound by
sound. Finally, ask students to read the phrase back to you.
• Write the phrases on the board and have students self-correct.
Note: We do not expect you to dictate all of these phrases. Please make a
selection based on students’ needs.

1. a bad back 11. red bricks
2. run to mom 12. brush the dog
3. two dogs 13. bump on skin
4. some luck 14. chin and lips
5. at once 15. clap hands
6. said the man 16. so much dust
7. a bag of chips 17. sit here
8. do not yell 18. fresh fish
9. from there 19. frogs jump
10. ring the bell 20. one inch long
Write Sentences
Sentence Strips
• Choose sentences from the Snap Shots Reader that can be illustrated and
copy them onto long slips of paper. Place the slips of paper in your pocket
chart.
• Have students choose a sentence to copy and illustrate.
Completing Sentences
• Have students complete Worksheets PP13 and PP14.
• Tell students to read the words in the box at the top of the worksheet and the
incomplete sentences below.
• Have students find the matching word for each sentence and write it on the
line.
Creating Sentences
• Tell students to cut out the words and punctuation marks on the worksheet.
• Have students create sentences with the words. Remind them that a
sentence starts with an uppercase letter and ends with a punctuation mark.
• Have students copy the sentences on paper.

Dictation with Sentences
• Explain that you are going to say a number of sentences. There will be
statements, questions, and exclamations. Be sure to use the proper
intonation when reading the sentences.
• Tell students to write each sentence that you say.
• For each sentence that you say, hold up one finger for each word.
• Ask students to count the words and then draw a line on their paper for each
word that they hear with a finger space between the lines.
• Once students have drawn the lines, ask them to write each word, sound by
sound. Finally, ask students to read the sentence back to you.
• Write the sentences on the board and have students self-correct.
1. Pam said yes. 11. Which cup is Tom’s?

2. When is lunch? 12. All of the kids went.
3. Jim says yes! 13. What gift did Chad get?
4. Was Dad there? 14. Where is Jen from?
5. Mom said no. 15. Why did I get a cat?
6. That is a bad dog. 16. It is a lot of fun!
7. I went to class. 17. Beth and Sam were mad.
8. Here is a glass. 18. Mel and Trish are glad.
9. It is so hot! 19. Who had the last chip?
10. Mud got on the rug. 20. Kim has a red dress.
Read Tricky Words

Colored Flashcards
• Print 100% decodable words on green flashcards and Tricky Words on yellow
flashcards.
• Explain to students that the words printed on green paper are regular and can
be read via blending. Green means go!
• Explain to students that the words printed on yellow paper are tricky. Yellow
means proceed with caution!

• Shuffle the cards and show them to students one at a time.
Green Cards:
1. and 8. with 15. hand 22. thing
2. in 9. his 16. can 23. next
3. big 10. at 17. up 24. much
4. this 11. help 18. jump 25. wish
5. it 12. not 19. them 26. yes
6. sit 13. such 20. has 27. last
7. as 14. but 21. did 28. run
Yellow Cards:
1. a 11. one 21. what
2. I 12. once 22. which
3. no 13. to 23. who
4. so 14. the 24. said
5. of 15. here 25. says
6. all 16. there 26. have
7. from 17. was 27. some
8. word 18. when 28. to
9. are 19. where 29. two
10. were 20. why
Write Tricky Words

• See Lesson 31 and use words from the Yellow Cards box.
Completing Questions
• Tell students to read the question words in the box at the top of the
worksheet and the questions below.
• Have students find the correct question word for each question and write it
on the line.

Fill in the Tricky Words
• Tell students to read the Tricky Words in the box at the top of the worksheet
and the sentences below.
• Have students find the Tricky Word for each sentence and write it on the line.
Read Decodable Stories

“The Map,” “In the Cab,” “Lunch at the King’s Pub,” “The Punt,”
and “The Trip Back”
• Have students read one or more of the following stories from the Reader:
“The Map,” “In the Cab,” “Lunch at the King’s Pub,” “The Punt,” and “The
Trip Back.”
• When reading “In the Cab,” explain that a pub is a restaurant.
• When reading “Lunch at the King’s Pub,” explain that chips are the same as
french fries.
• When reading “The Punt,” explain that a punt is a special kind of boat and
that punting is a popular tourist activity.
Discussion Questions on “The Map”

1. Literal What happened to the map? (A dog bit it and ran away.)
2. Literal Who ran to get the map? (Nat ran to get the map.)
3. Literal Did the dog keep the map? (No, the dog did not keep the map.)
Discussion Questions on “Lunch at the King’s Pub”

1. Literal Which food do all pubs in the U.K. sell? (All pubs in the U.K.
sell fish and chips.)
2. Inferential What are chips in the story? What would you call them?
(Chips are fried potatoes. We call them french fries.)
3. Literal What happens at the pub? (Nat spills his milk.)
4. Evaluative Do you think that Dot can still eat her fish and chips?
(Answers may vary.)

Discussion Questions on “The Punt”
1. Literal What is a punt? (A punt is a type of boat.)
2. Literal What does the man with the stick tell Beth and Nat? (He tells
them to sit still and not stand up in the punt.)
3. Evaluative What would happen if Nat, Dot, Beth, and her mom did not
sit still in the punt? (The punt would tip.)
Discussion Questions on “The Trip Back”

1. Literal How does Beth feel when she and her mom have to go back
home? (Beth is sad.)
2. Literal How do Beth and her mom get back home? (They go on a jet.)
3. Literal Who met Beth and her mom at the airport? (Beth’s dad met
them at the airport.)
4. Literal What part of the trip did she tell her dad about? (Answers may
vary, but should include going on a punt, having fish and chips, riding
the red bus, and/or seeing Big Ben.)
5. Literal Why did Beth buy a map of the U.K.? (Beth bought a map to
hang up and put red dots on all the spots she went to.)
Take-Home Stories: “The Flag Shop,” “ Which is the Best?”

“The Man in the Kilt,” “The Map,” and “Lunch at the King’s Pub”
• Distribute Worksheets PP18—PP22.
• Have students take the worksheets home so they can practice reading the
stories with a family member.
Answer Story Questions

Story Questions Worksheets: “Lunch at the King’s Pub” and “The
Trip Back”
• Have students complete the story questions Worksheets PP23–PP25.
Sequence the Events in a Story

Story Questions Worksheet: “The Map” and “The Punt”
• Have students complete Worksheets PP26–PP27.

Identify Nouns That Name People or Things
Word Sort with Nouns and Other Words
Note: In this exercise the students will distinguish nouns from other words.
• Write the decodable words from the box on cards, one word per card. Some
of the words are nouns and some are other words.
 • Label one box with a picture of a person and a picture of a thing, and one
box with a banned sign.
• Ask students to read each word and say if it is a noun or not a noun.
Banned Sign
Be aware that some of • Have students decide if the word names a person or thing.
these words can be used as
different parts of speech, • Have students place the word cards in the appropriate boxes.
e.g., kid can be a noun or a
verb as in, “Don’t kid me!” Be
• Variation: Use pictures instead of words for students to sort.
flexible in your assessment of
students’ sorting. Nouns naming Nouns naming Other words:
people: things:
1. man 1. bells 1. big
2. kid 2. neck 2. here
3. Beth 3. pants 3. add
4. king 4. plum 4. are
5. pal 5. rock 5. bad
6. Jill 6. shells 6. his
7. twin 7. clock 7. quick
8. cop 8. brush 8. brag
9. grinch 9. ants 9. such
10. Bob 10. nest 10. with
Word Sort with Nouns

Note: In this exercise students will distinguish nouns that name either
persons or things.
• Write the decodable nouns from the box on cards, one word per card.
• Label two boxes with a picture of a person and a picture of a thing (i.e., a ball).
• Ask students to read the nouns on the cards and say if the nouns name a
person or a thing.
• Have students place the word cards in the appropriate boxes.
• Variation: Use pictures instead of words for students to sort.

Nouns naming persons: Nouns naming things:
1. man 1. glass
2. kid 2. hand
3. Beth 3. branch
4. king 4. drum
5. pal 5. fish
6. Jill 6. ring
7. twin 7. bags
8. cop 8. moth
9. grinch 9. lamp
10. Bob 10. chick
Finding Nouns in the Stories

• Assign one or more stories to students and have them find nouns that name
persons or things.
• Have students copy the nouns that name a person under the picture of the
girl and the nouns that name a thing under the picture of the brush.
Noun Worksheet
• Have students complete Worksheet PP29.
• Have students read the words in the box and write the nouns that name a
person under the picture of the girl and the nouns that name a thing under
the picture of the brush.
Know Letter Names

Alphabet Walk
• Write each letter of the alphabet on its own sheet of paper.
• Firmly affix the sheets of paper to the floor to make a path.
• Have students step from sheet to sheet, saying the letter names as they step
on the letters.
Letter Concentration
• Choose seven letters and write each letter on two small cards.

• Shuffle the cards and lay them face down on the table.
• Have students turn over two cards at a time, attempting to find matching
cards.
• If a student finds a match, he or she keeps the cards.
• Let the game continue until all matches have been found.
• Variation: Have students match uppercase and lowercase pairs, e.g., ‘g’ and ‘G’.
Alphabet Soup
• Write the 26 letters of the alphabet on small pieces of cardstock or index
cards. You can use uppercase or lowercase letters. Place the letter cards in a
bowl or a hat.
• Have a student pull out a card, show it to the class, and say the name of the
letter printed on the card and the sound or sounds that the letter stands for.
• Repeat with the remaining cards.
Know Alphabetical Order

Alphabet Wrap
• Make copies of the template we have provided on Worksheet PP30 on
cardstock, cut them out, and provide long pieces of string. The 26 letters of
the alphabet are written out of order down the sides of the card.
• Have students wrap the string from “a” to “z” in alphabetical order.
Note: If you do not want to copy the template on cardstock, use the
worksheets instead and have students connect the letters with pencil.
Connecting Letters
Match Uppercase and Lowercase Letters

Caps Wrap
• Make copies of the template we have provided on Worksheet PP32 on
cardstock, cut them out, and provide long pieces of string. Some of the
letters of the alphabet are written in capital letters down one side of the card
and in lowercase down the other.
• Have students wrap the string from each lowercase letter to its uppercase
counterpart.

Note: If you do not want to copy the template on cardstock, use the
worksheets instead and have students connect the letters in alphabetical
order with pencil.
Caps Worksheet
Use Punctuation Marks

Making Questions, Exclamations, and Statements
• Write decodable nouns, decodable adjectives, and decodable verbs on
cards, one word per card.
• Write the Tricky Words the, a, no, have, do, was, here, when, where, why, and
what on cards, one word per card.
• Make cards with questions marks, exclamation points, and periods.
• Have students create questions, exclamations, and statements with these cards.
• Then have students copy the sentences on paper.
Finding Questions, Exclamations, and Statements in the Stories

• Assign one or more stories to students and have them find questions,
exclamations, or statements.
• Have the students copy the sentences on a sheet of paper.
• Variation: Divide the class up into three groups and have each group find a
different kind of sentence in the stories. Have the groups of students write the
sentences on chart paper, one chart per group.
Punctuation Worksheet
• Have students read the sentences and add the appropriate punctuation marks.

Appendix A: Overview of the Skills Strand
The Core Knowledge Language Arts Program
The Core Knowledge Language Arts program is unlike most reading
programs with which you are familiar. It has been developed by the Core
Knowledge Foundation, a non-profit, non-partisan educational foundation
based in Charlottesville, Virginia. The foundation’s mission is to offer all
children a better chance in life and create a fairer and more literate society
by educating America’s youth in a solid, specific, sequenced, and shared
curriculum. This program is an attempt to realize that mission. Specifically,
the program aims to combine excellent decoding instruction with frequent
oral reading in order to ensure that students can translate letters into words
and make sense of the words they are decoding.
About Core Knowledge

Core Knowledge was founded in the late 1980s by E. D. Hirsch, Jr., a
professor at the University of Virginia. In the 1980s Hirsch’s research focused
on the question of why one piece of writing is easier to read than another.
As part of this research, he created two versions of the same passage for
college students to read. One version was considered well written because
it followed principles of clarity and style laid out in style books such as
Strunk and White’s Elements of Style. The other version did not follow those
E. D. Hirsch, Jr. principles and was considered poorly written. Hirsch then asked a large
number of college students to read the passages. He recorded the time
it took them to read the passages and how well they were able to answer
comprehension questions about the passages. He wanted to see if the well-
written passages would be read more rapidly and understood more fully than
the poorly written ones. He found that they were, but he also found another
factor that was even more important for comprehension than the clarity of
the writing. He found that readers who possessed a wide base of background
knowledge were able to make sense of a wide range of passages, whereas
students who lacked this knowledge were not.
Hirsch conducted his tests at the University of Virginia and a nearby
community college. He found that students at the community college could
decode well enough and could read and understand passages on everyday
topics like roommates and manners. Many of the community college students
struggled when the passages treated historical and scientific subjects. One
passage on two Civil War generals, Ulysses S. Grant and Robert E. Lee,
was especially difficult for many of them. It turned out that many of the
community college students tested knew little about the Civil War. They did
not know who Grant and Lee were, and, as a result, they struggled to make
sense of the passage, even though they could decode the words Grant and
Lee. Hirsch realized these students were struggling to make sense of the
passages, even though their decoding skills were good. It was obvious,
then, that reading comprehension required something more than just basic
decoding skills.
Unit 1 | Appendix 241

Hirsch wrote about his insights in a 1987 bestseller, Cultural Literacy. He
argued that full literacy requires not just decoding skills but also knowledge of
words, concepts, persons, places, and ideas writers tend to take for granted.
Schools must take the responsibility of imparting this body of knowledge,
which Hirsch called “cultural literacy.” Hirsch went on to found the Cultural
Literacy Foundation in order to promote the teaching of cultural literacy in
American elementary schools. The foundation later changed its name to the
Cultural Literacy Core Knowledge Foundation (CKF), but its mission has never changed. The
CKF publishes curriculum materials for Pre-K through Grade 8, provides
teacher training, and hosts conferences for educators teaching in Core
Knowledge schools across the country.
The Core Knowledge Language Arts (CKLA) program is an early reading
program based on the work of E. D. Hirsch. It combines his insights with
50 years of reading research, as summarized in the report of the National
Reading Panel.
The Simple View of Reading

Hirsch’s insight about the necessity of background knowledge has been
confirmed in many experiments. Virtually everyone who writes about
reading now recognizes that reading comprehension requires more than
just decoding ability. Many reading researchers now subscribe to a view
of reading that is known as “the simple view of reading.” This view, which
is associated with reading researchers Philip Gough and William Tunmer,
holds that there are two chief elements that are crucially important to reading
comprehension: decoding skills and language comprehension ability.
To achieve reading comprehension, a person needs to be able to decode
the words on the page and then make sense of those words. The first
task is made possible by decoding skills and the second by language
comprehension ability. If the person cannot decode the words on the page,
she will not be able to achieve reading comprehension, no matter how
much oral language she can understand. Even if the person can decode
the words on the page, that in and of itself is still no guarantee of reading
comprehension (as Hirsch discovered in his experiments). If the sentences
the person is attempting to read are sentences she could not understand
if they were read aloud to her, then there is not much hope that she will
understand them during independent reading.
Supporters of the simple view—and there are a growing number of them
among reading researchers—argue that a person’s reading comprehension
ability can be predicted, with a high degree of accuracy, based on two basic
measures. The first is a measure of decoding skills, e.g., a test of single-
word reading or pseudoword reading. The second is a measure of listening
comprehension. Researchers who hold to the simple view say, “Tell me a
person’s decoding ability, as ascertained by a word-reading task, and tell me
that person’s language comprehension ability, as ascertained by a listening
comprehension task, and I can make a very accurate prediction of that
242 Unit 1 | Appendix

person’s reading comprehension ability.” If the person is a rapid and accurate
decoder and also able to understand a wide range of oral language—for
instance, classroom presentations, news items on the radio or TV, books on
tape, etc.—then it is a safe bet the person will also do well on tests of reading
comprehension.
An interesting thing about the simple view of reading is that it can be
expressed as an equation:
R=DxC
In this equation, each of the letters is a variable that stands for a specific skill:
R is a measure of reading comprehension ability.
D is a measure of decoding skills.
C is a measure of language comprehension ability as measured using a listening
task.
Each of these skills can be quantified as a numerical value between 0 and 1,

where zero stands for no ability whatsoever and 1 stands for perfect, not-to-
be-improved-upon ability. Obviously most people have a skill level that falls
somewhere between these two extremes.
The equation says that if you have some decoding ability (D > 0) and you
also have some language comprehension ability (C > 0), you will probably
also have some reading comprehension ability (R > 0). How much reading
comprehension ability you have will depend on the exact values of D and C.
What does it mean to have no decoding ability (D = 0)? It means you cannot
turn printed words back into spoken words. A person who cannot decode
letters on a page cannot read. The person is illiterate.
What does it mean to have no language comprehension ability (C = 0)? Basically,
it means you do not know the language, and you cannot understand any of it
when you hear other people speaking or reading aloud in that language.
It is not very common for a person to have decoding ability (D > 0) but not
language comprehension ability (C = 0). Why would you learn to read and write
a language you cannot understand? It does happen. One famous example
involves the English poet John Milton, the author of Paradise Lost and other
well-known poems. Milton went blind late in life. Since Braille had not yet been
invented, this meant he could not read for himself. Nevertheless, Milton found
John Milton a way to keep learning from books: he had friends and relatives read the books
aloud for him. However, he was not always able to find a scholar who had the
free time and the ability needed to read to him in Hebrew, Greek, Latin, and
other ancient languages. The solution? Milton taught his daughters to decode
these languages so they could read books in those languages aloud to him.
Milton did not teach his daughters the actual languages—the thousands of
words and tens of thousands of meanings. That would have been a difficult,
time-consuming task. He only taught them the rules they would need to turn

letters into sounds. Thus, his daughters acquired solid decoding skills for
these languages (D > 0), but they would have scored a zero on any measure
of language comprehension (C = 0). They could turn symbols into sounds, but
they had no idea what the sounds meant. Milton, on the other hand, due to
his blindness, had no functional decoding skills (D = 0). However, by virtue of
his great learning, he was able to understand Hebrew, Latin, and Greek when
they were read aloud to him (C > 0). Between Milton and his daughters, you
might say, there was reading comprehension (R), but the younger generation
brought the decoding skills (D) and the elderly poet brought the language
comprehension (C).
The Milton example is an unusual one, but it is possible to give a less unusual
one. A decent teacher can teach you to decode Russian letters (or the
letters used in many other writing systems) in the course of a couple days
of intensive work. Since you already know a lot about reading, all you would
need to learn is which sound values the unfamiliar letters stand for. Once
you learned that, you would be able to sound out most of the words in the
language, but nobody would claim that you are reading Russian. You would
have some rudimentary decoding skills (D > 0), but you would be lacking
language comprehension (C = 0). You would be able to pronounce words,
but you would not be able to make sense of them. Essentially, you would be
doing what Milton’s daughters did.
How These Ideas Inform This Program

Although this may seem very abstract and theoretical, there are two ideas
here that are very important for reading instruction and for understanding this
program. The first important idea is that reading comprehension depends
crucially on both decoding skills (D) and language comprehension ability
(C); the second is that language comprehension ability takes much longer to
acquire than decoding skills.
Milton chose to teach his daughters decoding skills because he could teach
those relatively quickly. It would have taken him much, much longer to build
up their language comprehension abilities. Likewise, in the hypothetical
example just given, a decent teacher could teach you to decode Russian
print in a few days of intensive instruction, but he or she would need to keep
working with you for many weeks—possibly even many years—to teach you
enough Russian words and phrases to understand a movie, make sense of a
radio report, or read a short story.
You are facing a similar situation as a teacher in the early grades. You want your
students to learn to read. A crucial first step is to teach them decoding skills.
Strong decoding skills can be taught to most young children over the course of
Grades K–2. It takes longer to teach decoding skills to young children who are
learning to read for the first time than it does to teach the same skills to adults
who have already learned to read in another language, and it takes longer to
teach decoding skills in English-speaking countries because English spelling is
rather complex; but even so, most students can acquire basic decoding ability
in the early grades. The children will continue to automatize their decoding

skills, learn new spelling patterns, and build fluency for many more years, but the
basics can be taught in Grades K–2.
That is not the case with language comprehension ability. It is going to take
you and your school system a long time to build up your students’ language
comprehension ability because this is not a job you can accomplish in the course
of a single school year. Rather, language comprehension ability is acquired over
many years. Your students began to develop a rudimentary ability to understand
language even before they could speak and continued to increase their language
comprehension abilities throughout the preschool years. They will make even
more gains in your classroom and the classrooms they join after yours. With each
new sentence they read or hear, and each new subject they study in school,
they will be building up background knowledge, vocabulary, and cultural literacy,
and thus increasing the range of materials they are equipped to understand; first
orally and later via reading. The more you teach them and the more you expose
them to, the more they will be able to understand. It takes a long time to build
up the vocabulary and knowledge needed to make sense of most stories in a
newspaper or magazine, but this buildup is crucial for your students’ reading
abilities: for no matter how good their decoding skills may be, they will not
understand what they read unless they have the language comprehension ability
to make sense of the words they decode.
The Core Knowledge Language Arts program includes two strands of
instruction, and these strands correspond with the elements of reading
isolated in the simple view of reading. The Skills Strand is meant to build
students’ decoding skills (D), while the Listening & Learning Strand is meant
to build students’ language comprehension ability (C) by exposing them to
vocabulary, concepts, and ideas through frequent oral reading. It is important
to understand that both strands are crucial for reading comprehension in later
grades. You may feel the decoding skills taught in the Skills Strand are more
important to teach in the early grades, and certainly this is the area where you
can expect to have the most immediate impact, but it is important that you
not neglect language comprehension ability. Remember, it takes many years
to build up enough vocabulary and general knowledge to understand a wide
range of printed materials. The building of background knowledge needs to
begin in Kindergarten (if not before) and continue throughout the elementary
and middle school years.
If students are not building their language comprehension ability in the early
grades, their reading scores are likely to begin to fall off in Grade 4 and later.
This has been called the “fourth-grade slump,” and it occurs because material
assessed on reading tests changes over time. As students progress through the
grades, test questions focus less on rudimentary decoding skills and more on
comprehension—and comprehension depends on having sufficient vocabulary,
background knowledge, and cultural literacy to understand the words you are
decoding. Thus, the importance of language comprehension ability increases
with time. A weakness in this area may not show up on tests in early grades, but
it will show up in later elementary grades.

This has been well documented in research. In one very interesting study,
researchers at the University of Kansas looked at measurements of
reading comprehension (R), decoding/word recognition (D), and listening
comprehension (C) for the same 570 students in second, fourth, and eighth
grade. They found the two factors D and C accurately predicted R in each
grade, but that C became more important, in the sense that it explained
more of the variation among students over time. The measure of decoding
(D) was extremely important in the second-grade results. Twenty-seven
percent of the variance in reading comprehension in second grade could
be explained by decoding skills (D) alone. Only 9 percent of the variance
could be explained by listening comprehension (C) alone. By fourth grade,
however, the measure of listening comprehension had begun to account
for more variance: the unique contribution of C rose to 21 percent while the
equivalent number for D fell. By eighth grade, fully 36 percent of the variance
in reading comprehension scores could be explained with reference to the
children’s listening comprehension ability. The unique contribution of D sank
even further. In other words, while reading comprehension depended on D
and C at every stage, as the simple view would predict, C explained more
and more of the variation among students as time went by. What this tells
us is that, once the intricacies of decoding are mastered (and in English this
takes some time), reading comprehension depends more and more heavily on
language comprehension. Language comprehension depends on background
knowledge, vocabulary, and cultural literacy.
If you understand Hirsch’s insight into the importance of background
knowledge, and you understand the simple view of reading, you can
understand why this program has two strands of instruction, and why both
strands are very important. The next several sections of this appendix will tell
you about the Skills Strand of CKLA.
Two Misconceptions About Reading and Writing

The Skills Strand of CKLA teaches the mechanics of both reading and writing.
It is based on the most current research on reading and writing, but at the
same time it has been written in opposition to some ideas that have been very
influential in elementary education in recent decades. Two of those ideas are:
• Learning to read and write is natural.
• Learning to read and write is easy.
Both of these ideas have great emotional appeal. Unfortunately, both of them
are wrong.
Learning to Read and Write is Not Natural

Many scholars have argued that spoken language is natural for human
beings. The cognitive scientist Stephen Pinker, for example, has argued that
human beings have a language instinct, meaning that humans are born with
an innate capacity for learning language. This may turn out to be true. It is at
least a plausible theory since historians, linguists, and anthropologists have

never found a human culture that does not use language. When something is
universal, it may turn out to be natural.
What is true of oral language is not necessarily true of written language. In fact,
with written language, we know we are dealing with something that is not natural
or innate because we know when and where writing was invented, and we
know that, even today, not all languages have a system of writing. There are still
hundreds of languages in the world that are spoken, but not written or read.
Ten thousand years ago this was the norm, rather than an exception. At that
time, there were probably no human beings who knew how to read or write.
According to the linguist Florian Coulmas, the idea of writing down language
was probably developed independently by three ancient cultures: the Egyptians,
the Phoenicians, and the Chinese. Each used a slightly different system, and the
mechanisms these pioneers developed for recording speech then spread from
one culture to another, evolving as they went. If these initial inventors had not
come up with schemes for writing down speech, we might all be illiterate today.
Writing is many things. It is an art that can be taught and learned. It is an
invention—one of the greatest inventions in human history. It is a technology
enabling us to do things we could not do without it—a technology every
bit as exciting and amazing as airplane flight or electric power. But it is
not natural. The same is true of reading, which is simply the process of
unpacking, or decoding, what somebody else has written.
Reading and writing are both highly artificial. We tend to recoil at that
word. We have internalized the idea that natural is good and artificial is
bad. Therefore, we think, reading must be natural. In fact, as the reading
researcher Philip Gough has written, reading is a highly unnatural act.
The first step toward good reading and writing instruction is to understand
that reading and writing are artificial—but not necessarily in a bad sense.
We need to remind ourselves the word artificial derives from the word art. To
say reading and writing are forms of art that had to be invented and need to
be taught to children does not make reading and writing any less wonderful
or important. On the contrary, it makes these things more wonderful and
precious, and it also emphasizes the importance of your job as a teacher.
There is no job more important than teaching young children the magnificent,
valuable, and highly unnatural arts of reading and writing.
Learning to Read and Write is Not Easy

The second idea noted above, that learning to read and write is easy, is also
mistaken. Reading and writing are complex behaviors, and they are more
complex in English than in many other languages because English has a
fairly complicated spelling system. In Spanish, for example, the relationships
between letters and sounds are mostly one to one, meaning each sound is
usually written with one spelling, and each spelling unit is usually pronounced
one way. This is not the case in English. In order to read and write English with
a high degree of accuracy, there is quite a lot that students need to learn.

As a way of demonstrating the complexity involved in learning to read and
write in English, suppose we attempted to list all of the discrete bits of
information a person needs to know in order to be able to read and write in
English. As a starting point, we might begin with the 26 letters and argue that
these are the 26 things one really needs to learn to read and write English.
However, for each letter, one eventually needs to learn not only the letter
shape but also the letter name (in order to be able to read abbreviations and
initials). So that is 52 bits of information.
That is a good start, but we must not stop there. In English all letters can
be written in uppercase and lowercase forms, and the uppercase forms are
not always the same as the lowercase forms. Compare B to b, D to d, H to
h, R to r, Q to q. At least 16 uppercase letters have a slightly different form
than the matching lowercase letters. So we must raise our estimate of the
complexity of the English writing system to 68 bits of information.
We are not done yet. Students must also know the 44 sounds these letters
stand for. That raises our estimate of the complexity to 112.
If there were a simple one-to-one relationship between letters and sounds,
that might be a fairly good estimate of the complexity of the code.
Unfortunately, the relationships between sounds and letters in English are
quite complicated. The 44 sounds of English can be spelled many different
ways. In our work on this program we have identified 150 spellings that are
frequent enough to be worth teaching in the early grades. That boosts our
estimate of the complexity of the code to 262.
In addition, students need to learn to track from left to right, to blend sounds
into words (when reading), and segment words into sounds (when writing and
spelling). They need to learn a handful of symbols used in writing, including
the period, comma, exclamation point, question mark, quotation mark, and
apostrophe. That raises our estimate of code complexity to about 270 bits of
information.
We could boost the estimate even higher by adding Tricky Words and unusual
spellings or by pointing out that there are many letters in English that can be
pronounced different ways. We could also point out that reading a word like
thin requires the students to group the first two letters and attach them to one
sound, and reading a word like cake requires students to scan ahead, see the
‘e’, and realize it controls the pronunciation of the ‘a’ earlier.
Even without these additions it is clear that the English writing system is quite
complicated.
The Problem with Whole Language

On a conservative estimate, there are 270 bits of knowledge a person needs
to be able to read and write English. It is unwise to ask students to tackle all
of this complexity at once and hope they will figure it out. Yet that is precisely
what is done in so-called “Whole Language” approaches. Whole Language
instruction is based on the assumption that learning to read is natural, and

not difficult, so reading skills can be allowed to develop gradually, without
much explicit instruction. Lots of students in Whole Language classrooms
do manage to figure out the English writing system, but many others do not.
Whole Language ideas have tremendous emotional appeal, but the Whole
Language approach is actually a recipe for leaving many children behind. It is
an especially risky strategy for disadvantaged children.
A much better strategy is to introduce the English spelling code explicitly,
beginning with the easiest, least ambiguous, and most frequently used parts
of the code and then adding complexity gradually. That is the central strategy
on which this program is based.
The strategy adopted in this program is the same strategy that successful
coaches use when teaching children a sport such as tennis. The successful
coach does not ask students to learn “Whole Tennis” and soak up the
necessary skills all at once by trying to hit all different kinds of shots the first
day on the court. Instead, the successful coach teaches the student to hit a
forehand ground stroke and provides lots of practice hitting forehands. Then
the coach moves on to teach a backhand ground stroke, then a forehand
volley, then a backhand volley, then a serve, then an overhead smash, then
a drop shot, etc. With each element taught, the student becomes a stronger
and more complete player. In the same way, this program begins by teaching
the most common and least ambiguous spellings for sounds and then moves
on to introduce the more complex parts of the writing system.
Key Aspects of the Skills Strand

Some key aspects of the Skills Strand of CKLA are listed below.
• CKLA teaches reading and writing in tandem, since they are inverse
processes. English writing involves making pictures of sounds; reading
involves translating those pictures back into sounds and blending the sounds
to make words.
• CKLA rejects the Whole Language notion that exposure to rich language
and lots of environmental print is sufficient to ensure mastery of the writing
system.
• CKLA explicitly teaches letter-sound correspondences as opposed to leaving
students to figure these out on their own or deduce them by analyzing
familiar whole words (as in some forms of “analytic” phonics).
• CKLA focuses on sounds, or phonemes, as the primary organizing principle
of the program, rather than letters.
• CKLA includes phonics instruction, but the instruction differs from the phonics
usually taught in the United States in that it begins with sounds and then
attaches those sounds to spellings. In a typical phonics lesson in the United
States, the teacher writes the letter ‘m’ on the board and says, “This is the letter
‘em’. It says /m/.” As a teacher using this program, you will be asked to present
your lessons in a different way. You will be asked to begin with the sound. At the
beginning of the lesson you will tell the class: “Today’s sound is /m/.” You will

lead the class in some engaging oral language exercises that will allow students
to say and hear the sound /m/. Once students are familiar with the sound, you
will show them how to draw a “picture of the sound.” You will write the letter ‘m’
on the board and explain that this is how we make a picture of the /m/ sound.
• CKLA focuses consistently on the phoneme, or single sound, and not on
larger units; students learn to read words that contain onsets, rimes, and
consonant clusters, but they learn to view and process these larger units
as combinations of smaller phoneme-level units. Rimes like –ick and initial
clusters like st– are not taught as units but as combinations.
• CKLA uses a synthetic phonics approach that teaches students to read
by blending through the whole word; it does not teach multiple cueing
strategies, use of pictures as a primary resource in decoding, or part-word
guessing.
• CKLA begins by teaching the most common or least ambiguous spelling for
a sound (the basic code spelling); later it teaches spelling alternatives for
sounds that can be spelled several different ways. Thus, the system is kept
simple at first and complexity is added bit by bit as students gain confidence
and automatize their reading and writing skills.
• CKLA includes words, phrases, and stories for students to read and
worksheets for them to complete that allow for focused, distributed practice
working with the letter-sound correspondences students have been taught.
• CKLA does not require students to read words that go beyond the letter-
sound correspondences they have been taught. In other words, all words
students are asked to read as part of the program are decodable, either
because they are composed entirely of letter-sound correspondences
students have been taught or because they are Tricky Words that have been
taught. This means students have a chance to begin reading words and
stories that are completely decodable before tackling words and stories that
are full of spelling alternatives.
• CKLA does not require students to write words that go beyond the letter-
sound correspondences they have been taught. In other words, students are
only asked to write words that can be spelled (at least plausibly if not always
correctly) using the code knowledge they have been taught.
• CKLA avoids Tricky Words and exception words in the first part of
Kindergarten, preferring to have students learn to read and write with regular
words that can be blended and spelled in accordance with the letter-sound
correspondences taught.
• CKLA avoids letter names in the early lessons of Kindergarten, because what is
important for reading is not the letter name but the sound value the letter stands
for. To read the word cat, it is essential to know /k/ /a/ /t/, not “see aay tee.”
• CKLA teaches lowercase letters first and introduces the uppercase letters
later.

The Basic and Advanced Code
The Core Knowledge Language Arts program teaches the highly complex
letter-sound correspondences of the English language in an explicit and
systematic manner in Kindergarten–Grade 2. Students are taught how the 26
letters (or graphemes) of the alphabet are used in various combinations to
represent 44 sounds (or phonemes). There are approximately 150 different
spellings for these sounds.
Students are first taught the Basic Code for each of the 44 phonemes.
The Basic Code spelling for a sound is usually the most common, or the
least ambiguous, spelling for a sound. By learning these letter-sound
correspondences first, students experience a high degree of predictability,
and therefore success, in decoding words with these spellings.
Basic Code spellings may be single letters, such as these spellings and
sounds: ‘a’ > /a/, ‘e’ > /e/, ‘b’ > /b/, ‘m’ > /m/. Basic Code spellings may also
include digraphs or two letters to represent a sound, such as ‘ee’ > /ee/, ‘oy’
> /oi/, ‘ou’ > /ow/, ‘sh’ > /sh/, ‘th’ > /th/. Other Basic Code spellings include
separated digraphs, such as ‘a-e’ > /ae/, ‘o-e’ > /oe/. The chart on the next
page lists the Basic Code as taught in CKLA.
In a Basic Code Lesson, students first learn to listen for and isolate a single
sound and are then taught the spelling for that sound. Typically in this type of
lesson, the teacher introduces the sound and conducts various oral language
activities with the students to be certain that they can identify the sound
orally. The teacher then presents the spelling for that sound and models
writing the spelling, as well as sounding out simple one syllable words that
use the spelling. Additional reading and writing practice opportunities for
students then follow.
The Advanced Code consists of all other spelling alternatives (over 100) that
may be used to spell the 44 phonemes in English. Examples of alternative
spellings include ‘mm’ > /m/, ‘ss’> /s/, ‘c’ > /s/, ‘g’ > /j/, ‘ay’ > /ae/, and ‘ey’
> /ee/. Some of these spelling alternatives occur relatively frequently in the
English language, while others are quite rare.
As each spelling alternative is taught in CKLA, the frequency with which
students may expect the spelling to occur is communicated in several ways.
A “power bar” on cards used to teach the spellings indicates how frequent
or infrequent a spelling is. A long power bar indicates the spelling occurs
frequently, while a short bar designates a rarer spelling.

The long power bar on the card below indicates that the ‘a’ spelling is used
frequently to spell /a/, the short vowel sound:
The short power bar on this card signals that the ‘eigh’ spelling is used
infrequently to spell /ae/:
Students are introduced to and practice the Advanced Code in two types
of lessons, Spelling Alternative Lessons and Tricky Spelling Lessons.
Whereas, Skills instruction in Kindergarten focuses almost entirely on the
Basic Code, much instructional time in Grades 1 and 2 is devoted to teaching
Spelling Alternatives. In a Spelling Alternative Lesson, the teacher first
reviews the Basic Code spelling that students have already learned for a
particular sound. New words with different spellings for the same sound are
then introduced. Students are then often asked to conduct word sorts as a
way to reinforce the fact that the same sound may be spelled multiple ways.
In Grades 1 and 2, teachers are also encouraged to display Spelling Trees in
the classroom as yet another way to reinforce spelling alternatives. A given
sound is listed on the tree trunk, with various branches standing for different
spellings. Leaves with words exemplifying a spelling are placed on the
appropriate branches.

t ap
ca sn
sa ba
nd ck
sta ma
y odd ducks
‘a’
y
‘a’ fa
t
ch
at
‘ay’ ai
m in
cl ra
pa ac
gr
ab
gr
as ‘a’
pe
r
or
n
‘ai’ s
‘a’ ca
ke m
e ‘a’ m
as
k
ra
ft
na
‘a_e’ ‘a’
/a/
/ae/
The fact that there are so many spelling alternatives in the English
language presents a challenge for students when they are asked to write
(and spell) a word.
Tricky Spelling Lessons are used to explicitly call students’ attention to a

spelling that can be pronounced and read more than one way. For example,
‘a’ can be pronounced as /a/ (cat), /ae/ (paper), /o/ (father) or /ə/ (about). It
may be helpful to think of a tricky spelling as an instance in which several
sounds “vie” for the student to pronounce and read the spelling a different
way:
/ou/ /oe/
Tricky spellings present a challenge when students are asked to read

unfamiliar words since it is possible to sound out and pronounce a tricky
spelling multiple ways.
In a Tricky Spelling Lesson, the teacher calls explicit attention to many
examples of words in which the same spelling is pronounced different ways.
Students are taught to try each pronunciation that they have learned for a
spelling until they recognize a particular pronunciation as a familiar word that
makes sense in the context. Some tricky spellings are taught in Grade 1,
with many more taught in Grade 2.

Basic and Advanced Code: Consonants
Basic Code Advanced Code
Phoneme Spelling Spellings Example Words
/b/ ‘b’ ‘bb’ bat, ebb
/ch/ ‘ch’ ‘tch’, ‘t’ chop, watch, future
/d/ ‘d’ ‘dd’, ‘ed’ mad, rudder, played
/f/ ‘f’ ‘ff’, ‘ph’, ‘gh’ fox, stuff, phone, rough
‘gg’, ‘gu’, ‘gh’,
/g/ ‘g’ get, egg, guess, ghost, vague
‘gue’
/h/ ‘h’ ‘wh’ hat, who
‘g’, ‘dge’, ‘dg’,
/j/ ‘j’ jump, giant, judge, judging, barge, education
‘ge’, ‘d’
/k/ ‘c’, ‘k’ ‘ck’, ‘cc’, ‘ch’ cat, kit, rock, raccoon, school
/l/ ‘l’ ‘ll’ lip, bell
‘mm’, ‘mn’,
/m/ ‘m’ mat, hammer, hymn, lamb
‘mb’
/n/ ‘n’ ‘nn’, ‘kn’, ‘gn’ net, runner, knot, gnat
/ng/ ‘ng’ ‘n’ thing, think
/p/ ‘p’ ‘pp’ pit, pepper
/qu/ ‘qu’ quit
/r/ ‘r’ ‘rr’, ‘wr’, ‘rh’ red, squirrel, wrong, rhombus
‘ss’, ‘c’, ‘sc’, ‘st’,
/s/ ‘s’ sit, dress, city, science, whistle, prince, rinse
‘ce’, ‘se’
‘ss’, ‘s’, ‘ch’, ship, assure, sure, chef, session, tension,
/sh/ ‘sh’
‘ssi’, ‘si’, ‘ti’, ‘ci’ Martian, Grecian
/t/ ‘t’ ‘tt’, ‘ed’, ‘bt’ top, mitt, walked, doubt
/th/ ‘th’ thin
/th/ ‘th’ ‘the’ them, bathe
/v/ ‘v’ ‘ve’ vet, valve
/w/ ‘w’ ‘wh’ wet, when
/x/ ‘x’ tax
/y/ ‘y’ yes
/z/ ‘z’ ‘zz’ zip, buzz
/zh/ (none) ‘ge’, ‘j’, ‘s’ garage, Jacques, treasure

Basic and Advanced Code: Vowels
Basic Code Advanced Code
Phoneme Example Words
Spelling Spellings
/a/ ‘a’ cat
‘a’, ‘ai’, ‘ay’, ‘ei’,
date, baby, rain, tray, vein, prey, eight,
/ae/ ‘a_e’ ‘ey’, ‘eigh’, ‘ea’,
‘aigh’ steak, straight
/ar/ ‘ar’ arm
/aw/ ‘aw’ ‘au’, ‘ough’, ‘augh’ paw, pause, ought, naughty
‘ea’, ‘ai’, ‘ay’, ‘a’,
/e/ ‘e’ bed, head, said, says, many, friend
‘ie’
‘e’, ‘ea’, ‘y’, ‘e_e’, bee, me, meat, bunny, scene, key,
/ee/ ‘ee’
‘ey’, ‘ie’, ‘i’, ‘ei’ chief, variation, receive
‘ir’, ‘ur’, ‘or’, ‘ar’, her, fir, fur, work, dollar, earth, hurry,
/er/ ‘er’
‘ear’, ‘urr’, ‘our’ courage
/i/ ‘i’ ‘y’, ‘ui’, ‘i_e’ sit, gym, build, give
‘i’, ‘igh’, ‘ie’, ‘y’,
/ie/ ‘i_e’ fine, find, high, pie, my, style, bye, guy
‘y_e’, ‘ye’, ‘uy’
/o/ ‘o’ ‘a’ hot, water
/oe/ ‘o_e’ ‘o’, ‘oe’, ‘ow’, ‘oa’ rope, no, toe, snow, boat
/oi/ ‘oi’ ‘oy’ oil, boy
‘o_e’, ‘u’, ‘u_e’,
soon, approve, super, tune, blue, new,
/oo/ ‘oo’ ‘ue’, ‘ew’, ‘o’, ‘ou’,
‘ui’, ‘eu’, ‘oe’ do, soup, fruit, neutral, shoe
/oo/ ‘oo’ ‘u’, ‘oul’ wood, put, could
/ou/ ‘ou’ ‘ow’, ‘ough’ out, now, bough
‘ore’, ‘our’, ‘oor’,
/or/ ‘or’ for, bore, four, door, soar, award
‘oar’, ‘ar’
‘o’, ‘ou’, ‘o_e’, ‘a’,
/u/ ‘u’ but, among, touch, come, above, the
‘e’
/ue/ ‘u_e’ ‘u’, ‘ue’, ‘ew’ cute, pupil, hue, few
The Tricky Word Lesson

A final lesson type is the Tricky Word Lesson. The term Tricky Word is used in this
program to refer to a word that does not “play by the rules” of spelling and/or
pronunciation. Examples of Tricky Words include one, said, of, were, and have.
You can describe the trickiness of a Tricky Word like said in two ways. If you
think about it from a spelling point of view, you might say that the word said is
tricky because the sound /e/ is not spelled with an ‘e’, as you might expect it
would be. On the other hand, if you think about it from a reading point of view,
you might say the word is tricky because the letters ‘ai’ are not pronounced
/ae/, as you might expect they would be. Either way you look at it, said is a
Tricky Word.
But notice that the word is not completely irregular, either. The first letter and
the last letter are pronounced exactly as you would expect. It is only the second
and third letters, representing the vowel sound, that are not sounded as you

would expect. Or, if you prefer to look at things from the speller’s perspective,
you might say the first and last sound are spelled just as you would expect; it is
only the middle sound—the vowel sound—that is spelled irregularly. This is the
case with many Tricky Words: most of them have a regular part (or parts) and
then a tricky part. More often than not, you will find the tricky part involves the
vowel sound and its spelling.
When you are asked to teach a Tricky Word, the guidelines in the Teacher
Guide will generally prompt you to begin by reminding students that not all
words play by the rules and words that do not play by the rules are called Tricky
Words. Next, the Teacher Guide will generally suggest you write the Tricky Word
on the board. You may wish to ask a student to read the word as he or she
thinks it might be sounded, i.e., to blend according to the normal procedures.
Alternatively, you can read the Tricky Word that way yourself. Then you can
point out how the word is actually pronounced. Once you have established
the actual pronunciation, you can point out and/or discuss what is regular and
what is irregular about the word. Most Tricky Words have at least some parts
pronounced exactly the way you would expect. For example, as noted above,
the first and last letter in said are pronounced just as one would expect. After
discussing the regular parts, you should then draw attention to the tricky part
(or parts) of the word, pointing out letters not pronounced as one might expect
they would be, e.g., the ‘ai’ in said. This is the part of the word that students just
have to remember.
By drawing attention to the regular as well as the irregular parts of the word,
you teach students that Tricky Words are only partial exceptions to the normal
rules of reading and writing. (They are not so much irregular as they are a little
less regular than most words.) There are some parts of the word spelled just as
you would expect and also pronounced just as you would expect. Then there
are some others that are not. There is a subtle but important difference between
teaching Tricky Words this way and teaching them as single entities that have to
be memorized as wholes, as if every part of the word were unpredictable.
The Tricky Word Lesson is taught frequently in the last half of Kindergarten, but
not in the first several units. We want students to begin working with the regular
parts of the writing system first before they get to the exceptions. We want them
to learn to blend and spell and become proficient at these skills before we tell
them “sometimes blending doesn’t work,” and “some words aren’t spelled quite
the way you would think.” A number of high-frequency Tricky Words like the, of,
one, and from are taught in the second half of Kindergarten.
Note that some Tricky Words are actually part of spelling patterns. For example,
the words he, she, we, be, and me, are taught as Tricky Words early on because
it is hard to write stories without them. However, once the ‘e’ spelling alternative
for /ee/ is taught, these Tricky Words can be seen as part of a larger pattern that
includes words like replay and prefix. Other Tricky Words, like one and of remain
tricky even when most of the spelling alternatives have been taught.
It is important to note that Tricky Words are not the same as sight words. The
distinction is discussed in the next few sections.

Sight Words and Tricky Words
One of the most common terms in the world of reading instruction is
“sight word.” Unfortunately, this is also a rather ambiguous and potentially
confusing term. Educators use the term “sight word” in two different senses.
For some people, sight words are high-frequency words that students need
to encounter frequently and learn to decode rapidly and effortlessly. Other
people use the term “sight word” in a more restrictive sense, to refer to words
that cannot be sounded out using letter-sound correspondences and may
need to be taught as exceptions.
In CKLA, we distinguish between Tricky Words and sight words. We define
these terms as follows:
• A Tricky Word, as noted in the previous section, is a word that does not
play by the rules. It is a word containing at least one part that cannot be
read correctly via blending or cannot be spelled correctly using the code
knowledge taught so far.
• A sight word is a high-frequency word that we want students to see
many, many times and learn to read quickly.
The main difference here is that a Tricky Word always contains some irregular
element, whereas a sight word might or might not. The Venn diagram below
shows the relationship between these two categories, as understood within
this program.
Tricky Words Sight Words
colonel, of, two, in, it,

aisle, once, one, at, on,
Aaron, was, who, if, then,
ballet said this, did,
and, with
The words in the left circle are Tricky Words: each one contains at least one set
of letters that is not pronounced the way you would expect. Or, if you prefer to
look at matters from a spelling point of view, you could say each contains at
least one sound that is not written as you would expect it to be.

The words in the right circle are sight words: they are all high-frequency words
that students should see frequently and eventually learn to recognize rapidly.
The shaded area in the middle shows that there is considerable overlap between
the two categories (which is probably why the two senses of sight words are
regularly confused). Some words qualify as sight words because they are used
a lot and also as Tricky Words because they are not pronounced (or written)
as you would expect. These are words that are both irregular (and therefore
hard to read and write, at least at first) and also very common (and therefore
important for student success). They are candidates for special instruction, and
many of them are given special instruction in this program. (See “Tricky Words”
previously.)
The area on the far left shows words that are tricky in the sense that they depart
from the most common spelling patterns. But these words do not qualify as
sight words on most lists because they are not especially common. Words
of this sort are sprinkled throughout the language but do not receive much
attention in CKLA because they are only used occasionally. Students can learn
them as the need arises in upper grades.
The area on the far right shows words that qualify as sight words because they
are very common and should be rapidly recognized but do not qualify as Tricky
Words because they are completely regular. All of them are pronounced and
spelled exactly as you would expect. They can be sounded out and set down
on paper using basic letter-sound correspondences taught in Kindergarten.
Students need to see these words—and they will see most of them frequently
in CKLA materials—but you probably do not need to give these words special
attention and you certainly should not ask students to memorize them as
wholes. Students can simply read them by sounding them out. After sounding
them out several times, they will begin to recognize them more rapidly. In other
words, no special teaching is required for these regular high-frequency words.
All that is required is multiple exposures, and students are likely to get multiple
exposures since the words are so common.
Sight Words
The CKLA guidelines for teaching Tricky Words are outlined in the section above.
As noted above, we use the term “sight word” in this program to refer to high-
frequency words that we want students to see many, many times and learn to
recognize rapidly.
CKLA does place the initial emphasis on reading regular words. But that does
not mean high-frequency sight words are not being learned. In fact, as noted
above, many sight words are completely regular and become decodable as
students learn letter-sound correspondences. This means that CKLA is a very
effective program for teaching sight words.
To illustrate this, consider one of the most widely used lists of sight words, Dr.
Edward Fry’s “Instant Word” list. Fry’s list is divided into groups of 100. For
purposes of illustration, we will focus on the first three lists of 100 words, 300
words in all. These are words that Fry recommends be mastered in the first

several grades of school. We found more than half of the Fry Instant Words
become fully decodable in Kindergarten, meaning they are either regular and
can be sounded out using the letter-sound correspondences taught, or they are
Tricky Words explicitly taught in the program:
• By the end of Unit 3, four of Fry’s Instant Words are 100% decodable: at,
did, got, it.
• By the end of Unit 4, 19 Instant Words are 100% decodable: can, an, and,
not, in, on, man, him, had, if, get, end, men, set.
If you have a simple numerical requirement to meet—e.g., you are required to
teach 20 sight words—you should be able to meet this requirement without any
significant modification of the materials. You can begin working with some sight
words as early as Unit 3, provided you select words that are 100% decodable.
If there are words you are required to teach that do not become decodable
when you need to have them taught, we simply ask that you wait until Unit 8
of Kindergarten to teach those. Again, the idea is to give students plenty of
opportunities to work with the regular part of the language before teaching them
the exceptions. Once students are successfully blending regular words and have
met a few of the most important Tricky Words, you can introduce additional sight
words, even if they are not completely decodable. Simply treat the sight word as
a Tricky Word and explain which parts are pronounced and spelled as one would
expect (based on current code knowledge) and which parts are tricky.
Customizing and Adapting the Program

This is a highly structured and sequenced program. We are unapologetic about
that, as we believe the structure and sequence will be very helpful to students
as they work to learn the English spelling code. However, this is not a scripted
program in which teachers are required to read the manual and give one of a
handful of approved responses. We expect—indeed, we hope—teachers will
tweak the phrasing and come up with ways to customize, personalize, and
adapt the instruction.
Our goal has been to put things in a logical order and provide all of the
guidance and support necessary for a new teacher, or a teacher new to this
kind of phonics instruction.
At the same time we believe there is room for experienced and creative teachers
to customize and adapt the program. Indeed, some of the exercises included in
this version of the program were developed by teachers in our pilot programs!
Sometimes in the lessons we give exact phrasing that we suggest you
use; more often, however, we give indirect phrasing and/or encourage you
to explain something using your own words. You should feel free to make
changes to the phrasing. For example, you may prefer to speak of “a picture
of a sound” or a “spelling.” Later in the year, you may want to teach the term
“digraph,” or you may prefer to refer to the letters in a digraph as a “letter
team” or as “buddy letters.” There are many ways to customize the program
and the language while preserving the basic instructional principles and
sequence of instruction.
For presentation of words, you may write on a chalkboard, a white board, chart
paper, an overhead projector, a document camera or the projection system of
your choice. A projection system works especially well for worksheets, since it
allows the teacher to model the task exactly as the student will be completing
it. For the chaining exercises, you may use a pocket chart, a magnetic
board with magnetic letters, an overhead projector with letters cut from a
transparency, or a Smartboard. Many modifications of this sort can be made
without adversely impacting the quality of the instruction.
You should also always feel free to add additional activities and worksheets
that are consistent with the CKLA philosophy of instruction. You should always
feel free to respond to the teachable moment, even if it leads you slightly off
the path laid out in the Teacher Guide.
There are only a handful of things you should not do:
• You should not skip a lesson in which new code knowledge is taught. If you
are not able to teach Lesson 12 on Monday, teach it on Tuesday. If you are not
able to teach it on Tuesday, teach it on Wednesday. Do not try to “catch up” by
skipping ahead to Lesson 14. If you do, students will be lacking important code
knowledge, untaught spellings will begin to appear in their word lists and on
their worksheets, and the lessons will start to make less sense to them.
• For the same reasons, you should not reorder the lessons. The program relies
heavily on sequencing, and instruction will be confused and less effective if
the lessons are reordered.
Small Group Work

Large parts of this program have been written for whole-group instruction,
but the program can be customized to allow for small-group instruction
of various kinds. Since all students need to learn that /t/ is spelled ‘t’, it is
instructionally efficient to teach the Basic Code Lessons and other lessons
that introduce the letter-sound correspondences to the whole class. However,
since some students will learn the new information right away while others
will need more practice, you may wish to do small-group work to follow up
the initial introduction of code knowledge. We have seen CKLA taught very
effectively in small groups and in workstations students visit on rotation.
Adjusting the Speed of Instruction

This sequence will work for most children. However, all children are different,
and all classrooms are different. Some classrooms may need more time to
master particular concepts than others. The program has been designed so
the pace of instruction can be adjusted as needed.
The most important thing for you to know is that you can pause at any point
in the program. If students are not learning the material, simply stop where
you are and do additional work to remediate or reteach as needed. Many
lessons contain some materials you can use if you pause. For example,
in each lesson where new spellings are taught, there will be a list of high-

frequency decodable words that feature the new spelling. There are additional
chains that may be used with any of the chaining exercises.
In addition, at the end of each unit there is a “Pausing Point.” If the end-
of-unit assessment or your observations suggest some members of the
class need additional time to master the concepts taught in the unit, this
is an especially good place to stop and provide additional practice and
review. The Teacher Guides include additional work at each Pausing Point.
They will typically provide enough for at least 4–5 days of additional work.
The materials provided in the Pausing Point can be used in various ways.
Sometimes you may wish to have all students do the same activity or
worksheet. Other times you may wish to work individually or in small groups
with students who are struggling with a particular concept.
To slow down instruction, you can pause either in the middle of a unit or
at a Pausing Point. We do not recommend that you attempt to speed up
the sequence of instruction. The program lays out an ambitious program of
instruction.
Grouping and Pull-Out Instruction

The CKLA Grade 1 program of instruction should work well for a wide range
of students. You should begin with the assumption that the CKLA Grade 1
program is an appropriate option for all students in the class.
Inevitably, however, there will be differences in learning. Students learn
at different rates. Some students will pick up the material quickly, others
will have more difficulty. There are many strategies for dealing with this. In
general, we encourage you to try to keep most of the class together as long
as it makes sense to do so. It is much easier to teach one set of students at
roughly the same level than it is to teach two or three groups at very different
levels.
If you find some students are lagging, you may still be able to keep the class
together for the main lessons but find extra time two to four times a week
to work with those students who seem to need extra practice. The various
chaining activities are especially good to do in these remedial groups.
If this is not sufficient, you may eventually need to regroup so some students
are removed from the main group and given remedial/pull-out instruction.
Assessment in the Skills Strand

Assessment in this program is intended to be frequent and ongoing, with
an eye toward identifying problems early. The goal of many of the exercises
in the program is to make student achievement visible or audible. When a
student completes a worksheet, he is leaving visible marks, allowing you to
assess his writing skills. When a student reads out loud, she is producing
audible signals, allowing you to make similar judgments about reading skills.
This program is based on the assumption that reading and writing are
learned skills, or rather complex clusters of learned skills, many of which

build on each other. If the child has not learned what is being taught, that is
a problem. The child needs to be identified and given prompt attention. You
should not imagine that natural development will solve the problem at some
later point. You should try to fix the problem yourself as soon as you become
aware of it.
In order to facilitate the early identification of students who are struggling
while also keeping track of other students, you may wish to use the Tens
system of assessment.
The Tens system of assessment is not mandatory. It is possible to teach the
program very effectively using different systems of assessment and record-
keeping. As long as you are availing yourself of the many opportunities for
assessment that the Skills Strand presents and recording information on
students, it does not matter if you use the Tens system.
The following is an explanation of the Tens system of assessment. All raw
scores are converted to numbers between 1 and 10. This is a scale that
we all know. A 10 indicates excellent performance, a 1 indicates very poor
performance, and a 0 indicates no performance.
Tens scores are recorded on a simple grid, called a Tens Recording Chart,
where the students’ names are listed in the horizontal rows and the various
exercises are listed in the vertical columns. (A blank Tens Recording Chart is
provided in the Teacher Resources section at the back of the Teacher Guide,
and can be copied as needed.) Once a number of Tens scores have been
recorded, it is very easy to get a sense of who is doing well because all of the
scores are comparable. By simply running your eye along the row where a
particular student’s scores are recorded, you can form a reliable estimate as
to how the student is doing. If Susie’s scores are 8, 9, 10, 7, 9, 10, you can
feel confident she is learning the material. If Bobby’s scores are 2, 3, 5, 1, 3,
2, you can be sure he is struggling.
In the Teacher Guide we typically mark only a few exercises with a Tens icon

( ). However, some teachers like to treat all written work as material for
ongoing assessment, and some also assign scores for oral performance. Do
what works best for you.
There are two kinds of Tens scores: observational Tens scores and data-driven
Tens scores. A data-driven Tens score is based on the number of correct
answers on an exercise or worksheet. To record this kind of Tens score, use the
Tens Conversion Chart to convert a raw score into a Tens score.
Simply find the number of correct answers the student produced along
the top of the chart and the number of total questions on the worksheet
or exercise along the left side. Find the cell where the column and the row
converge, this indicates the Tens score. By using the Tens Conversion Chart,
you can easily convert any raw score, from 0 to 30, into a Tens score.

Observational Tens scores are based on your observations during class.
They are, necessarily, a bit less objective than the data-driven Tens scores.
However, they are still valuable. We suggest you use the following basic
rubric for recording observational Tens scores.
9–10 Student appears to have excellent understanding
7–8 Student appears to have good understanding
5–6 Student appears to have basic understanding
3–4 Student appears to be having problems understanding
1–2 Student appears to be having serious problems understanding
0 Student appears to have no understanding/does not participate
If you do not observe a student, or if you were not able to make a

determination of the student’s performance, simply leave the cell blank. Do
not write a zero in the cell, as a zero indicates a very poor performance.
If a student appears to be doing poorly, your first recourse should be to focus
more attention on him or her, either during the regular period of instruction
or during a small group or individual session with the student, in addition to
the regular period of instruction. Often this will be enough to get the student
back on track. If a student continues to post low Tens scores for a prolonged
period of time, despite additional instruction, that student may need a pull-
out group.

A separate publication, the Assessment and Remediation Guide, provides
teachers with further guidance in assessing, analyzing, and remediating
specific skills. Teachers should refer to this guide for additional resources,
mini-lessons, and activities to assist students who experience difficulty with
any of the skills presented in this unit.

Appendix B: Grade 1 Scope and Sequence
Unit 1
• comprehensive assessment of reading skills
• review of reading and writing CVC, CCVC, CVCC, CCVCC words
• the Tricky Words a, I, no, so, of, is, all, some, from, word, are, have, were, one,
once, do, who, two, the, said, says, was, when, where, why, what, which, here,
there
• oral blending and segmenting of sounds
• chaining exercises
• dictation identification
• reading decodable stories
• answering questions about stories in written form
Unit 2
• Basic code spellings for the long vowel sounds (/ee/ spelled ‘ee’, /ae/ spelled
‘a_e’, /oe/ spelled ‘o_e’, /ie/ spelled ‘i_e’, and /ue/ spelled ‘u_e’)
• the Tricky Words he, she, we, be, me, they, their, my, by, no, so, some, you, your
Unit 3
• Basic code spellings for the vowel sounds /oo/, /oo/, /ou/, /oi/, and /aw/
• read two-syllable words
• the Tricky Words should, would, because, could, down
• weekly spelling words and assessment
• the writing process: fictional narratives
Unit 4
• Basic code spellings for the r-controlled vowel sounds (/er/, /ar/, /or/)
• past-tense endings
• read two-syllable words
• the Tricky Words today, yesterday, tomorrow
• the writing process: descriptive writing
Unit 5
• Common spelling alternatives for consonant sounds, e.g., ‘tch’ for /ch/, ‘g’
for /j/, ‘wr’ for /r/
• word sorts
• the Tricky Words how, picture, coach
• the writing process: opinion piece
Unit 6
• Common spelling alternatives for consonant sounds, e.g., ‘c’ for /s/, ‘kn’ for
/n/, ‘wh’ for /wh/
• dictation with phrases
• word sort for tricky spellings
• the writing process: instructional writing
Unit 7
• Spelling alternatives for long vowel sounds, e.g., ‘ai’ and ‘ay’ for /ae/, ‘o’ and
‘oe’ for /oe/
• word sorts
• read three-syllable words
• the writing process: personal narratives
Appendix C: Components of Program
Components
The components for the Skills Strand for Grade 1 are as follows:
Teacher Guides
• The Teacher Guides outline the lessons. There is one Teacher Guide for each
unit.
Workbooks
• The Workbooks contain worksheets for students to complete as part of the
lessons. There is one Workbook for each unit. When it is possible to include
100% decodable instructions, they are printed on the top of the worksheet.
When it is not possible to do this, family member/teacher instructions are
printed vertically along the left side. Each student should have a Workbook.
Readers
• The Readers contain 100% decodable texts for students to read in Units 1–7.
There is a Reader for each of the units listed, and new spellings taught in the
unit are printed in bold throughout the Reader to help students master new
material. The last few stories in each Reader are stories for the Pausing Point,
which can be either assigned or omitted depending on the needs of students
in the class. Ideally, each student should have his or her own Reader. The
Workbooks include take-home copies of each story for further practice.
Big Books
• The Big Books are exact replicas of the Readers, but larger. They can be
used for “demonstration stories” as you model reading for students. In Grade
1, the stories for Units 1–3 are available as both Readers and Big Books.
Media Disks
• The Media Disks allow you to present a Skills story as a demonstration story,
using a computer and a projector or a Smartboard, instead of the Big Book.
Using projection allows for much larger images and print size, but it requires
some equipment. If you wish to use the Media Disk, you will need a computer
with either 19 inches on the diagonal or larger monitor, a projector system, or
a Smartboard. You can use either the Big Book or the Media Disk to present a
demonstration story. All of the Readers will be available on the Media Disks.
Pocket Chart
We expect that you have or can obtain a pocket chart for use in chaining
exercises. We ask that you make letter cards out of index cards and use the
cards to build words on the chart.
Large Cards
• This set of cards is used for teaching and reviewing sounds and spellings,
especially during the Large Card Chaining exercise. The cards are used
throughout Grade 1.

Mirrors (optional)
• Handheld mirrors allow students to see the shape of the mouth when a sound
is produced. We expect that you have or can obtain a small handheld mirror
for each student in your class.
Consonant and Vowel Code Flip Books and Spelling Cards
• Students who participated in CKLA in Kindergarten are very familiar with the
introduction and review of letter-sound correspondences. In Kindergarten,
this information was presented and displayed on large wall posters in each
classroom. In Grade 1, the code information previously included on these wall
posters is presented to students as two new instructional tools: (1) Code Flip
Books, one for consonants and one for vowels, used for group instruction
and classroom display, and (2) Individual Code Charts for each student.
• The Flip Books show (in gray print) the spellings for all sounds taught. As you
review the sounds in this unit you will be asked to place the Spelling Card on
the appropriate Flip Book page.
• Each Spelling Card is printed front and back. One side of the card shows the
sound.
• The other side of the card shows three things:
• The top of this side of the card shows the spelling. The bottom shows a
sample word containing the spelling. In the middle is something called
a power bar. The power bar gives an indication of how common this
spelling is for the sound it represents. A long power bar that stretches
almost across the card means that this is the main spelling for the sound
and there are very few words that have this sound spelled any other
way. A very short power bar means that the spelling is less common and
occurs in fewer English words. All of the cards are placed in order of
frequency of occurence.
• Also note that vowel sounds will always be written in green on the Spelling
Cards because when saying a vowel sound, the mouth is wide open, letting
the air “go.”
Individual Code Chart
• The Individual Code Chart reproduces the same code information included in
the Vowel Flip Book in a more concise manner. There is one Individual Code
Chart for each student.
• This resource guide consists of both assessment and remediation materials
that go beyond the Pausing Point materials typically included at the end of
each unit. The URL for the Assessment and Remediation Guide is given in
the introduction of each unit. Selected materials may be printed and used
for reteaching and/or additional practice for students who are experiencing
difficulty.

Lesson Structure
The lessons in the program are laid out in the Teacher Guides.
Each lesson begins with an Objectives header. This specifies the sounds,
spellings, Tricky Words, and/or concepts students are expected to
learn during the lesson. The focus here is generally on new letter-sound
correspondences and new Tricky Words.
The At a Glance Chart gives an overview of the lesson. This chart lists the
name of each exercise in the lesson along with the materials needed to teach
that exercise and the time allotted to each exercise.
The remainder of the lesson plan is devoted to a detailed description of the
procedures for each of the exercises listed in the At a Glance Chart.
Those exercises that represent good opportunities for assessment are
marked with a Tens icon. For more on the Tens system of assessment, see
the next section.
Tens Scores
In order to identify struggling students and keep track of student progress,
we recommend you use the Tens system of assessment.
With the Tens system of assessment, raw scores are converted to numbers
between 0 and 10 using the Tens Conversion Chart (printed in the next
section). To use the chart to determine a student’s Tens score, first locate
the number of answers the student answered correctly (along the top of the
chart) and then locate the number of “test items” (along the left side of the
chart). Next, find the square where the column with the correct number of
answers and the row with the number of items meet. This square contains
the student’s Tens score. By using the Tens Conversion Chart, you can easily
convert any raw score, from 0 to 30, into a Tens score.
You may wish to record the students’ Tens scores on the Tens Recording
Chart (printed on the page after the Tens Conversion Chart). To do this, list
the students’ names in the first row and the various exercises in each column.
Record a student’s Tens score for a particular exercise in the square where
the column with the student’s name and the row with the exercise meet.
Once you have recorded a number of Tens scores, it will be very easy to get
an overview of student progress because all of the scores are comparable.
We hope you will calculate Tens scores for students each time you encounter
an exercise marked with a Tens icon. Note that many exercises not marked
with a Tens icon are also suitable for calculating Tens scores.
If a student appears to be doing poorly, your first course of action should be
to provide the student with more support, either during the regular period of
instruction or during a small group session. Often this will be enough to get
the student back on track. If a student continues to post low Tens scores
for a longer period of time, despite additional instruction, please refer to the
Assessment and Remediation Guide.

To Learn More
To learn more about the program, visit the website:
www.coreknowledge.org/reading
To learn more about sounds, spellings, and the general approach to reading
instruction used here, we highly recommend that you read and study Diane
McGuinness, Why Our Children Can’t Read.

Teacher Resources
Unit 1 | Teacher Resources 271

Assessments
There are many opportunities for informal assessment throughout each
Skills unit. You may choose to assign a given workbook page for individual,
independent completion to use as an assessment. It may be useful to use the
Tens Conversion Chart and the Tens Recording Chart to collect and analyze
all assessment data.
Tens Conversion Chart

Number Correct
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 0 10
2 0 5 10
3 0 3 7 10
4 0 3 5 8 10
5 0 2 4 6 8 10
6 0 2 3 5 7 8 10
7 0 1 3 4 6 7 9 10
Number of Questions
8 0 1 3 4 5 6 8 9 10
9 0 1 2 3 4 6 7 8 9 10
10 0 1 2 3 4 5 6 7 8 9 10
11 0 1 2 3 4 5 5 6 7 8 9 10
12 0 1 2 3 3 4 5 6 7 8 8 9 10
13 0 1 2 2 3 4 5 5 6 7 8 8 9 10
14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10
15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10
16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10
17 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10
18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10
19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10
20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10
Simply find the number of correct answers along the top of the chart and the
total number of questions on the worksheet or activity along the left side.
Then find the cell where the column and the row converge. This indicates
the Tens score. By using the Tens Conversion Chart, you can easily convert
any raw score, from 0 to 20, into a Tens score. You may choose to use the
Tens Recording Chart on the next page to provide an at-a-glance overview of
student performance.
272 Unit 1 | Teacher Resources

Tens Recording Chart
Use the following grid to record students’ Tens scores. Refer to the previous page
for the Tens Conversion Chart.
Name
Unit 1 | Teacher Resources 273

Anecdotal Reading Record
Week of:
Name: Name:
Name: Name:
Name: Name:
Name: Name:
Name: Name:
Name: Name:
274 Unit 1 | Teacher Resources

1 2
Name 1.1
2
1
pan cap
1 2
Directions: Have the student trace and copy the letters. The student should say the sounds while writing the letters.
nap can
1
2
1
2
Directions: Have the student write each word under its matching picture.
1
1 2
can pan
3
c 1
2
1
2 nap cap
Unit 1 1 2 Unit 1
© 2013 Core Knowledge Foundation © 2013 Core Knowledge Foundation
7 13
Name 2.2 Name 3.2
cat pot dot pan dot dad

dad cap dig
dog pin nap
dot cap dig
dog dad nap
dad cat pot

dot pan pin
Unit 1 7 Unit 1 13
Unit 1 | Workbook Answer Key 275

17 21
Name 4.2 Name 5.1

1
2 1 2 1
a dog mom and dad 1
1
1
2
3
a fat pig a tin can 3 3
2
1
Directions: Have the student write each phrase under its matching picture.
mom and dad a tin can 1

2
1
2
1 2
a fat pig a dog 3
Unit 1 17 Unit 1 21
22 23
Name 6.1
stamp hat ham 1. met man mat bat

2. zip zap sip vat
fist mop ants
3. cut cot got gut
4. pet vet vat fat
5. rot rob rod red
6. fox fix fax fan
mop fist hat 7. spill grab stop spit

8. clip drip drop drum
9. cabs dogs crabs crust
10. flint flag print flap
ants stamp ham

11. mess mass miss muss
22 Unit 1 Unit 1 23
276 Unit 1 | Workbook Answer Key

24 25
Name 6.1
Continued
12. kong king kin ken 21. the was of to
13. wack wax wick wicks 22. a from your are
14. ships chops chips chaps 23. have one who their
15. chin shin shun sin 24. you said were says
16. that fin this thin 25. here I is no
17. chin jill chill spill
18. quest chest quill best
19. bus buzz boss buff
20. ebb edd odd bibb
24 Unit 1 Unit 1 25
39 40
Name 7.2
1. Gwen had a: 4. The hen sat on:
{ dog { a bed
{ cat { a mat
{ hen { its eggs
2. The hen was: 5. When Gwen went went to bed, the hen:
{ wet { sat and sat
{ red { had a snack
{ mad { went with Gwen
3. Gwen kept the hen in a: 6. The hen sat and sat and was a:
{ box { kid
{ pen { dad
{ pet { mom
Unit 1 39 40 Unit 1

95
87
Directions: Have the student trace and copy the letters. The student should say the sounds while writing the letters. Directions: Have the student trace and copy the letters. The student should say the sounds while writing the letters.
Name
Name
1
1
1
1
1
1
2
3
1
1
1
2
2
3
2
2
2
2
3
2
2
1
3
1
2
2
2
1

1

1
2
3
1

Unit 1
Unit 1
2
12.1
11.1
95
87
96
88
96
88
Directions: Have the student count the sounds in each word, circle the spellings, and write the number of sounds in Directions: Have the student write each word under its matching picture.
the box. Then have the student copy the words on the lines.
Unit 1
Unit 1
1.
7.
8.
9.
2.
6.
4.
3.
5.
10.
zip
van
sit
fan
lip
rat
hip
trip
cup
l and
plot
trim
stop
drop
sit
fan
fin
van
4
4
4
4
3
3
4
3
4
3 rat
lip
hip
cup
trip
plot
stop
trim
land
zip
drop
fin
cats
cats
97 101
Name 12.2 Name 13.2
Directions: Read the Tricky Words in the box. Say and then write the Tricky Words in each sentence in the space provided below.
1. bed a I no to all of is
1. It is a big bus.
bed
2. lamp
lamp
2. No, it is not a tent.
3. nest
No is
nest
4. rug a
rug
Unit 1 97 Unit 1 101
102 105
Name 14.1
a I no to all of is
3. all of us
1
2
1
2
all of
1
4. a hint of it 1
2
1 2
of a
1
4. I went to bed.
1
I to
102 Unit 1 Unit 1 105


106 107
Name 15.1
Directions: Have the student trace and copy the letters and words. The student should say the sounds while writing the letters.
1 1
tub bug rat 2
1
2
1 2
3
nuts grin wig
2
1
1
bug grin tub 1

1
2 1
2 3
1 2
1 2
rat nuts wig 1 2 1

2
1
106 Unit 1 Unit 1 107

108 111
Name 16.1
1. bed
1 2 1 1
2
1 2 1 2
3
2
3
bed
2. jet
1 2
jet
1 2
3. jog
1
2 1 2
1
jog 1
2
3
4. jam 1
2
jam 1
2
1
2 1 2
3
108 Unit 1 Unit 1 111


112 113
Name 17.1
1. box 1
1
Directions: Have the student trace and copy the letters and words. The student should say the sounds while writing the
1
box 2 2
2. mix 2
mix
3. kid 2
1 2
kid
4. six
6 letters.
1
1
2
1
1
2
six
112 Unit 1 Unit 1 113
114 115
Name 17.2
Dear Family Member,
ship chimp chips Your child has been taught to read Tricky Words. Tricky Words are
hard to read because they contain parts that are not pronounced the way
one would expect. Have your child read the Tricky Words in the box and
the sentences below. Note that the tricky parts of the Tricky Words are
fish bench dish underlined in gray. Have your child write the matching Tricky Words for
each sentence on the line. Extension: Have your child copy the completed sentences on
a blnk sheet of paper or dictate the sentences to your child.
is two to
are from do
1. Mom and dad are mad.

fish chips bench
2. Max is six.
3. Dad had two cats.
4. Mom went to bed.
5. Just do it!
dish ship chimp
6. That gift is from dad.

114 Unit 1 Unit 1 115

117 118
Name 18.1
1
1
bath moth
2
1
1
cloth fifth
2
5
4
3
2
1
1
2
1
1 1
2
2 2
2 2
1
1
bath fifth
2 1
2
1
1 1
2 22
1
2
1
1
2
2 1 1
cloth moth
Unit 1 117 118 Unit 1

121 122
Name 19.1
Beth 3. Did Beth get a snap shot of a cat?
No, Beth got a snap

1. Who went on top of a path at the
pond? shot of a dog with
Beth and her dad went on a hot dog.
top of a path.
Directions: Have the student reread the story and answer the questions
4. Dad got a snap shot of . . .

2. Who got some snap shots? { a fish.
{ Mom.
Mom, Dad, and Beth
{ Beth.
got some snap shots.
Unit 1 121 122 Unit 1


123 124
Name 20.1
1 2 2 1 2
1 1 quilt sing king
2
swing fang strong

1 2
1
Directions: Have the student trace and copy the letters and words. The student should say the
1 1 2
1 1
2
swing fang king

2 1 2
1
sounds while writing the letters.
1
2
2
quilt strong sing

1 2 1 2
1
Unit 1 123 124 Unit 1

125 126
Name 20.2
Nat 3. Beth got a snap shot of Nat with

{ a mask on.
1. Beth and Nat met . . .
{ a frog.
{ in the U.K.
{ a fish.
{ at camp.
4. Who got a job in the U.K.?
{ on a bus.
Nat’s mom got a
Directions: Have the student reread the story and answer the questions.
2. Who got a lot of snap shots of Nat?

job in the U.K.
Beth got a lot of
snap shots of Nat.
Unit 1 125 126 Unit 1


131 132
Name 21.2
The Trip to the U.K. 3. Who met Mom and Beth at the end of
the ramp?
1. Mom and Beth went to the U.K. on Nat and his mom met
{ a bus.
Mom and Beth at
{ a ship.
the end of the ramp.
{ a jet.
2. Who had a nap on the jet?

4. Beth slept...
Beth had a nap
{ next to Nat and Mom.
on the jet. { next to Dot.
{ on a rug.
Unit 1 131 132 Unit 1

135 139
Name 22.1 Name 23.1

Continued
The Fish
Directions: Have the student paste the sentences from Worksheet 22.1 onto this worksheet in the correct order. Then have the
vet had to fix Bud’s leg.
4. Nat’s mom let him have Bud.
1. Nat got . . .
{ fish.
{ two cats.
{ one dog.
2. The
2. The fish munch on . . .

a hot dog.
3. Bud sat in a box with a cast on
{ chips.
had a bad leg.
{ fish snacks.
student illustrate each sentence.
one leg.
1. Bud
Unit 1 135 © 2012 Core Knowledge Foundation Unit 1 | Lesson Unit

23 1| 139
139

140 143
Name 24.1
3. Can the cat smell the fish?
Directions: Have the student read the words in the box and underline all of the spellings for /k/. Then have the student write the
words that contain the / k/ sound spelled ‘c’ under the / k/> ‘c’ header, the words that contain the /k/ sound spelled ‘k’ under the
Yes, the cat can
/k/ > ‘ck’
sock
Jack
pick
smell the fish.
camp
cost
pick
/ k/>‘k’ header, and the words that contain the /k/ sound spelled ‘ck’ under the / k/>‘ck’ header.
4. Can the cat get the fish?
sock
/k/ > ‘k’
king
king
cot
kit
No, the cat can not
get the fish.
Jack
cat
kit
camp
/k/ > ‘c’
cost
cot
cat
140 Unit 1 Unit 1 143
147 148
Name 26.1
The Flag Shop 3. Who is in the snap shot of the U.K. flag?
Directions: In line 4, have the students mark the nouns that name a thing; in line 5, have them mark the nouns that name a
Nat and his mom are

1. The U.K. flag has . . .
{ a red dot. in the snap shot of the
{ a black box.
U.K. flag.
{ a red cross.
2. Who went to the shop?

Mom, Beth, Nat, and
4. egg doll Nat boss brick
Dot went to the flag
person; in line 6, have them mark nouns.
5. Beth flag mat dog shell

shop.
6. cat stiff yell plum Bud
Unit 1 147 148 Unit 1


151 152
Name 28.1
Which is the Best? 3. Why did Mom and Dot lift Nat up?
Nat is like the rock on
1. Who had to huff and puff to get to the
top? the top.
The moms had to huff and puff
to get to the top.

2. Where are Nat and Beth in snap shot 4. steps Jack rocks Dot dress
one?
person; in line 6, have them mark nouns.

Nat and Beth are at the 5 kid moms glass Beth pill
top of a bunch of steps.

6. huff sock said Nat bed
Unit 1 151 152 Unit 1

157 159
Name 29.1 Name 30.1

Continued
On the Bus
2.A thrush was all set to land on Nat’s
4. It was a big red bus with a top deck.
1. Where did Nat and Beth sit on the bus?

Directions: Have the student paste the sentences from Worksheet 29.1 onto this worksheet in the correct order.
Nat and Beth sat up on the
top deck of the big

hand.
red bus.
1. Nat, Dot, Beth, and Beth’s mom all
3. Nat said that this is the best bus.

Then have the student illustrate each sentence.
2. The bus went past . . .

a wind mill.
went to the bus stop.
{ Big Ben and two sheds.

{ a big shop and Big Ben.
Unit 1 157 Unit 1 159


160 163
Name 31.1
3. What is Big Ben?
Directions: Have the student copy the word onto the left side of the paper, fold it in half, and then write the word from memory
1. a 1.
Big Ben is the
2. I 2.
bell in a big clock.
3. no 3.
4. of 4.
5. from 5.
4. Big Ben went . . . 6. are 6.

{ bam bam. 7. 7.
were
{ click clack.
8. one 8.
{ ding dong.
on the right side of the paper.

9. who 9.
10. two 10.

160 Unit 1 Unit 1 163
165 166
Name 31.2
The Man in the Black Hat 3. What did Nat do to get the man to grin?
Nat did a trick and
1. What is the job of the man in the black
hat? fell on his back.
His job is to stand as
still as a rock and not

grin.
4. Who did Nat get to grin?
2. Did Beth get the man to grin?
Nat got Beth, her mom, and
No, Beth did not get him
Nat’s mom to grin.
to grin.
Unit 1 165 166 Unit 1


167 169
Name 32.1 Name 32.2
The Man in the Kilt

Directions: Have the student copy the word onto the left side of the paper, fold it in half, and then write the word from memory on the right side of the
1. the 1.
2. here 2. 1. Who was the man that Nat and Beth

met?
3. there 3.
Nat and Beth met a
4. was 4.
man in a kilt.
5. where 5.
6. why 6.
7. what 7.
2. The kilt tells us that the man is . . .
8. who 8. { a Scot.
9. 9. { French.
said
{ from the U.S.
10. says 10.
paper.
Unit 1 167 Unit 1 169

170 189
Name PP9
3. What is a kilt?
crack an egg sit on grass
A kilt is a cloth that

bring a stick two bricks
tells us where a man is from.
Directions: Have the student write each phrase under its matching picture.
4. kilt dog clock Todd stamp

two bricks crack an egg
person; in line 6, nouns that name a place.
5. word Scot rug king man
6. pub U.S. twig Rick tell
bring a stick sit on grass

170 Unit 1 Unit 1 189

191 193
Name PP10 Name PP11
Directions: Have the student read the words and phrases. Then have the student write the matching words for each phrase on the
Directions: Have the student read the words and phrases. Then have the student write the matching word for each phrase on the
dress tub soft two glass word

pond ring here smell
1. ring the bell 1. milk in glass
2. black dress 2. two quilts
3. soft chick 3. bad smell
4. frogs in pond 4. spell the word
5. fill the tub 5. sit here

line.
line.
Unit 1 191 Unit 1 193

197 199
Name PP13 Name PP14

Directions: Have the student read the words and sentences. Then have the student write the matching words for each sentence on
Directions: Have the student read the words and sentences. Then have the student write the matching words for each sentence on
fish Why There pig fish from

Who kilt hill licks sand cracks
1. Jack and Jill went up the 1. The crab runs on the sand .
hill .
2. The cat runs from the dog.
2. There is no one here.
3. The chick cracks the egg.
3. Nat has a cat and fish .
4. Do fish swim in the pond?
4. Beth and Nat met a man in a
kilt . 5. The pig digs in the mud.
5. Why did Dot’s map rip? 6. The dog licks Mom’s hand.
6. Who has a pet?

the line.
the line.
Unit 1 197 Unit 1 199


203 205
Name PP16 Name PP17
Directions: Have the student read the Tricky Words and sentences. Then have the student write the matching Tricky Word for each
Directions: Have the student read the question words and questions. Then have the student write the matching question word for
When Where Why Some Once All

What Who Which says Where from
1. What did the dog rip? 1. I got a gift from Dad.
2. Who is Dot? 2. All chicks are soft.
3. Which man had a kilt on? 3. Once there was a strong

king.
4. Where did the man in the
black hat stand? 4. Where did Tom fling the
rock?
5. When/why was Bud at the vet?
5. Josh says that one plus
each question on the line.
6. Why/when was Beth sad? one is two.

sentence on the line.
6. Some kids have pets.

Unit 1 203 Unit 1 205
217 218
Name PP23
Lunch at King’s Pub 3. The pub has the best . . .

{ squid and chips.

1. Nat, Dot, Beth, and Beth’s mom went to
the King’s Pub to . . . { plush beds.
{ sit with the king. { fish and chips.
{ get lunch. 4. squid map Dot brush pills
{ have a chat.
2. Did Beth get to sit with the king? 5. Nat fish Beth lunch Dot
No, Beth did not sit

person; in line 6, have the student mark the nouns.
6. chips sit cab posh with

with the king.
Unit 1 217 218 Unit 1


219 220
Name PP24
Lunch at the King’s Pub 3. What did Nat hit with the back of his
hand?
1. What did Beth, Nat, and the moms get
Nat hit a glass of milk.
at the pub?
Directions: In the box, have the student illustrate a part of the story and then write a caption below.
Beth, Nat, and the moms got
fish and chips.

2. What do all the pubs in the U.K. sell?
All the pubs sell fish and chips.
Unit 1 219 220 Unit 1

221 222
Name PP25
3. What did Beth get back in the U.S.?
The Trip Back
Beth got a map of
1. Was Beth glad when the trip had to
end? the U.K.
Beth was sad when the
trip had to end.
4. What did Beth send Nat?

Beth sent the best

2. Who got on the jet? snap shots to Nat.
Beth and her mom got
on the jet.
Unit 1 221 222 Unit 1


231
225
Directions: Have the student reread the stories from the reader Snap Shots and find nouns that name persons or things. Have the Directions: Have the student paste the sentences onto this worksheet in the correct order. Then have the student illustrate each
student copy the nouns on the worksheet, the nouns that name a person under the picture of the girl and the nouns that name a sentence.
Name
Name
thing under the picture of the brush.
1. A dog bit Dot’s map. 2. The dog ran off with the map.
Answers will vary.

3. Nat ran and got the map back. 4. Nat said that the map got a big rip.
PP28
PP26
Continued
Unit 1 231
Unit 1 225
233
229
Directions: Have the student write the nouns that name a person under the picture of the girl and the nouns that name a thing Directions: Have the student paste the sentences onto this worksheet in the correct order. Then have the student illustrate each
under the picture of the brush. sentence.
Name
Name
clock
brush
pal
Bob
man
Kate
pal
nest
1. There were two punts at the dock. 2. All of them got in the punt.
Bob
plum
nest
plum
clock
brush
Kate
man

3. The man said that the punt can tip. 4. Nat and Beth sat still in the punt and
PP29
PP27
Continued
did not get wet.
Unit 1 233
Unit 1 229
237 241
Name PP31 Name PP33
e F L A E
Directions: Have the student connect the letters in alphabetical order. Have the student say the letter names out loud.
f d I K B G
j
J D H C
i
k
Directions: Have the student copy the uppercase letters next to the matching lowercase letters.
g c
h
l a A e E i I
b
m
a
n o
b B f F j J
z
p y
t c C g G k K
q v u
r
s w x
d D h H l L
Unit 1 237 Unit 1 241
242 243
Name PP34
Z T Q U R
S
N
V
X
W
M
P
O
Y
? .
Directions: Have the student read the sentences and add a period or question mark at the end of each sentence.
?
m M r R w W
1. Where can I get a snack
2. Dogs and cats are pets

.
n N s S x X
3. I have a big quilt on the bed

.
o O t T y Y
4. Who can spell this word
?
p P u U z Z .
5. The dog can do a lot of tricks
q Q v V 6. When did Jeff get his drum

?
242 Unit 1 Unit 1 243


CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager
Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning
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Maggie Buchanan Bridget Moriarty
Paula Coyner Lauren Pack
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Cynthia Peng Ang Blanchette
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Ellen Sadler Carolyn Pinkerton
Deborah Samley
Diane Auger Smith
Sarah Zelinke
ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
Unit 1 | Acknowledgments 295

CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
ILLUSTRATORS AND IMAGE SOURCES

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Staff; 22: Core Knowledge Staff; 24: Shutterstock; 25: Shutterstock; 26: Core Knowledge Staff; 30: Core Knowledge Staff; 31: Shutterstock; 35: Core
Knowledge Staff; 36: Core Knowledge Staff; 37: Shutterstock; 38: Shutterstock; 39: Core Knowledge Staff; 44: Shutterstock; 58: Shutterstock; 61:
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Timothy Greenfield-Sanders; 242: Core Knowledge Staff; 243: public domain; 252: Core Knowledge Staff; 253: Core Knowledge Staff; 257: Core
Knowledge Staff; Take Home Icon: Core Knowledge Staff; 1.1: Shutterstock; 2.2: Shutterstock; 3.2: Shutterstock; 4.2: Shutterstock; 5.1: Shutterstock;
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296 Unit 1 | Acknowledgments

Unit 1
Teacher Guide
Skills Strand
grade 1
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CKLA G1 U1 TG Web2

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Core Knowledge Language Arts, Listening & Learning,

Trademarks and trade names are shown in this book strictly

Reading Standards for Literature: Grade 1

Ask and answer questions (e.g.,

Reading Standards for Foundational Skills: Grade 1

Recognize the distinguishing

Orally produce single syllable

Isolate and pronounce initial,

© 2013 Core Knowledge Foundation

CKLA Segment and blend phonemes

© 2013 Core Knowledge Foundation

Unit 1 | Alignment Chart

Read and write the following

STD RF.1.3b Decode regularly spelled one-syllable words.

Read and/or write one-syllable

STD RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Read and/or write Tricky

Read decodable text that

Use phonics skills in

Speaking and Listening Standards: Grade 1

Describe people, places, things,

Produce complete sentences

STD L1.1a Print all upper- and lowercase letters.

Write from memory the letters

STD L.1.1b Use common, proper, and possessive nouns.

Use common, proper, and

© 2013 Core Knowledge Foundation

Conventions of Standard English

Use personal, possessive, and

© 2013 Core Knowledge Foundation

Use frequently occurring

STD L.1.1h Use determiners (e.g., articles, demonstratives).

CKLA Use determiners (e.g., the, a,

Identify and use end

Spell and write one-syllable

Spell and write high-frequency

Write phonemically plausible

Vocabulary Acquisition and Use

Use words and phrases

© 2013 Core Knowledge Foundation

Notes on Sounds and Spellings in Unit 1

Code Flip Book Review

Unit 1 | Back-to-School Week 13

Small Group Work

14 Unit 1 | Back-to-School Week

At a Glance Exercise Materials Minutes

Take-Home Material Family Letter Worksheet 1.2 *

Concept Review 15 minutes

1. /s/ /u/ /n/—sun 4. /m/ /o/ /m/—mom

• Repeat this process with the remaining sets of sounds.

• Songs from Alphabet Jam:

At a Glance Exercise Materials Minutes

Take-Home Material Spelling Worksheet Worksheet 2.3 *

Vowel Flip Book

Consonant Flip Book

Reviewing the Spellings 10 minutes

Small Group 15 minutes